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Contents
Common terms and phrasesabsolute pitch adults analysis approach artistic aspects assessment associative Beethoven behaviour Chapter child classical cognitive cognitive psychology complex composers concerned consonance and dissonance context contour creativity culture described developmental psychology distinction divergent divergent thinking drawings effects empirical essentially evaluation example experience experimental aesthetics explain familiarity forms Gardner groups Hargreaves important improvisation individual influence intervals inverted-U investigated jazz judgements Konecni learning levels listening mass media measures melodic originality melodies music education music psychology musical ability musical development musical preferences musical taste musicians organisation patterns performance Piaget Piagetian pieces play pop music popular produced programmes proposed psychology of music psychometric ratings reinforcement relationship responses to music rhythm rhythmic rock music scales scores sequences Shuter-Dyson skills social class social psychology songs specific spontaneous stage studies styles subjects suggests tasks techniques tests theoretical thinking tonal types variables References to this bookFrom other books
From Google ScholarInstructional Psychology: Aptitude, Adaptation, and AssessmentRichard E Snow, Judy Swanson - 1992 - Annual Review of Psychology The importance of music to adolescentsAdrian C North, David J Hargreaves, Susan A O’Neill - 2000 - British Journal of Educational Psychology Measurement and Time Series Analysis of Emotion in MusicEmery Schubert - 1999 What Are Musical Identities, And Why Are They Important?DAVID J HARGREAVES, DOROTHY MIELL, RAYMOND AR MACDONALD Bibliographic information
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