Auditory Processing Differences Between Formally Trained and Self-Taught Musicians

Alexander, Emily J. (2018) Auditory Processing Differences Between Formally Trained and Self-Taught Musicians. Bachelor's thesis, Memorial University of Newfoundland.

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Abstract

Musicians are known to have enhanced auditory processing abilities compared to non-musicians. However, it is not known if informally trained, self-taught musicians exhibit similar auditory enhancements as their formally trained counterparts. The present study sought to determine the influence of music training type on auditory processing abilities. It was hypothesized that selftaught musicians would exhibit similar auditory processing performance as formally trained musicians, in comparison to non-musicians. Three groups of participants were recruited: 1) formally trained musicians (n = 16, Mage = 30.25) who received formal music training through the conservatory or private lessons, 2) self-taught musicians (n = 11, Mage = 36.27), who learned to play music through informal methods, such as with books, videos, or by ear, and 3) nonmusicians (n = 12, Mage = 35.00), who had little or no music experience. Subjects’ auditory processing abilities were assessed across three tasks, which included the ability to understand speech in noise, music processing abilities, and automatic auditory processing using EEG. Findings revealed differential impacts of music training type on auditory processing. Automatic auditory processing is enhanced in formally trained musicians compared to both self-taught and non-musicians, but self-taught musicians still clearly show advantages over non-musicians in understanding speech in background noise and music processing abilities. Analysis of additional data collected during this study will be conducted in the future, aiming to address these differential impacts of music training type on auditory processing.

Item Type: Thesis (Bachelor's)
URI: http://research.library.mun.ca/id/eprint/15101
Item ID: 15101
Additional Information: “Includes bibliographical references (pages 35-38)”
Department(s): Grenfell Campus > School of Arts and Social Science > Psychology
Date: April 2018
Date Type: Submission

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