The Various Effects of Music on the Brain

The Various Effects of Music on the Brain: 

Andrew Comose The Various Effects of Music on the Brain

Critical Elements of Music: 

Critical Elements of Music All of the following are important elements of music that the brain processes: Melody recognition Harmony Pitch Tempo Rhythm Timing Dynamics Timbre Each of these components tends to affect the brain most in different circumstances.

The Processing of Music by the Brain: 

The Processing of Music by the Brain Unlike hunger with the hypothalamus or balance with the cerebellum, music is not centered solely in one area or hemisphere of the brain, rather, because of the complexity of music itself, it involves activity in many major regions, though there is a clear asymmetric specialization favoring the right hemisphere. But, some areas favor different aspects of music more than others. For instance, certain cells in the right hemisphere respond more to melody recognition than others. Activation in one area by music is linked to that of a corresponding area that is not directly related. This process is called co-activation and is very common when analyzing the brain’s processing of music Functional MRIs (FMRI) are used to test functioning of the brain when concerning music

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While this diagram does not include every reaction of the brain to music, it includes the basics. Notice that there are many components affecting both the right and left hemispheres. Not very many other functions stimulate the brain in such a complex way.

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The above diagram shows some of the major lobes and regions in the brain that deal with music processing.

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The brain becomes very active when music favored by the listener is heard, stimulating many regions simultaneously.

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The amygdala can be activated by music and plays the primary role in the emotional processing of music. Music, Emotions, and the Brain

Emotions Triggered by Music in the Brain: 

Emotions Triggered by Music in the Brain Music can lead to emotions in any combination of the following: Brain Stem Reflex- emotion is produced by the brain as a result of the brain quickly and automatically processing acoustical characteristics of the music as an urgent or important event. Evaluative Conditioning- a certain piece of music induces emotion because it is paired with a positive or negative stimuli. Emotional Contagion- listener perceives emotional expression in music and mimics it internally Visual Imagery- listener induces emotion because while listening, images are being conjured, such as a landscape, by the listener Episodic Memory- emotion is created because the music is paired with a particular event in the listener’s life. Musical Expectancy- emotion is created because a specific feature violates, delays, or confirms the listener’s expectation. These can be activated simultaneously

Emotions, Memories, and the Medial Pre-frontal Cortex: 

Emotions, Memories, and the Medial Pre-frontal Cortex The medial pre-frontal cortex responds to emotions and past memories that music evokes.

Emotional Reactions of Listeners: 

Emotional Reactions of Listeners Unexpected happenings in music are intended to produce a response; and it is proven that irregular musical events, such as unexpected chords or other harmonies, give rise to strong emotional responses, such as pleasure or surprise. It is also proven that the emotions of performers are also linked to the emotions triggered in the brain by the audience. Example 1: a conductor of an orchestra very energetically conducts a certain moving passage, combined with the swell of the orchestra and the physical movements of the performers, causing many in the audience to be moved emotionally. Melody recognition plays a large part in emotional responses. Example 2: a listener hears a distinct melody or chorus from a song, which suddenly reminds them of a scene from their youth.

The Effects of Tempo and Dynamics on the Brain and the Body: 

The Effects of Tempo and Dynamics on the Brain and the Body Just as harmonies and melody recognition affects the emotional reactions of the listener, both tempo and dynamics also affect the brain, but in a very different way. The cerebellum has been found to react to slight changes in tempo and dynamics.

Dynamics, Tempo, and Physical Activity: 

Dynamics, Tempo, and Physical Activity There is a direct correlation between tempo and dynamics and physical output and intensity. Those who listen to faster and slightly louder music while exercising are more likely to have a more vigorous workout than those who listen to slower and softer music. Not only does music motivate you to exercise, but your body naturally responds to the beat of the music. Also, listening to music helps block out the bodily noises such as breathing, and allows you to divert your mind from what you are doing.

The Brain’s Processing of Timbre: 

The Brain’s Processing of Timbre Timbre is the sound quality produced by an instrument. There is a very wide array of sounds in the musical world, and every individual’s preference of sound is unique. Some people might prefer the sound of the cello to the trumpet, or the electric guitar to the piano etc. Every listener’s brain reacts to different sound qualities, but the brain reacts in the same way. The nucleus accumbens and the ventral tegmental areas of the brain react to sound quality (timbre), releasing dopamine, which is a chemical linked to making people feel good. In this way, music enervates the same part of the brain as opium, chocolates, and orgasms.

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Note the locations of the nucleus accumbens located in the striatum of the forebrain, and the ventral tegmental area located in the midbrain.

Music Education and the Brain: 

Music Education and the Brain Music training has been a standard in western education for hundreds of years. There are clearly benefits of music education. But contrary to popular belief, the correlation is not immediate. Music has long-term effects on the functioning of the brain only with lots of practice and a significant investment in time. Music education involves a great deal of processing by the brain which includes vision, hearing, touch, motor planning, emotion, and symbol interpretation. It is almost unrivaled exercise for the brain, since the collaboration of auditory and motor skills as well as the complexity of playing an instrument defies being processed in just one hemisphere. Studies show that there is a clear link between music education and mathematics, as well as spatial-temporal tasks.

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A small neural structure located in the cerebral cortex called the planum temporale is larger in the left hemisphere than the right in the brains of musicians than of non-musicians, as shown in the above diagram. It is generally larger for musicians who have perfect pitch as well. The planum temporale is located at the heart of the wernicke’s area, which is involved in the understanding of written and spoken language, thus supporting the claim that music and language are very connected. Pitch and the Planum Temporale

Music Therapy and the Brain: 

Music Therapy and the Brain Music listening activates a wide-spread bilateral network of brain regions related to attention, semantic processing, memory, motor functions, and emotional processing. Music listening has also been proven to correlate with a reduction in heart rate, blood pressure, breathing rate, insomnia, depression, and anxiety. Due to all of these benefits, music is a very suitable form of therapy for disabled people. Especially with patients who suffer from conditions related directly to the brain. In many patients with Alzheimer’s for example, music reengages areas of the brain such as the pre-frontal cortex, which deals with memories, like events and lyrics. Alzheimer’s patients who had previously played an instrument can normally perform music long after they have forgotten other things.

The Brain, Music Therapy, and Stroke Patients: 

The Brain, Music Therapy, and Stroke Patients Studies show music listening by stroke patients improves verbal memory and focused attention much more than audio books or similar devices. It enhances cognitive recovery and prevents negative moods and depression, which is especially difficult for stroke victims whose speech is hindered. The planum temporale’s close proximity to the wernicke’s area shows that music and language are very closely related and music can greatly assist stroke patients with the re-acquisition of fluid and correct speech. Pairing words and rhythm helps improve the ability of the mind to recall information. The newest programs for speech rehabilitation for stroke patients and other people with speech problems are rooted strongly in timing and rhythm. For example: there is a program called Interactive Metronome that rehabilitation hospitals are now using that forces patients to use steady timing and rhythm to slow and organize mental processing. This is very helpful because a big reason why some stroke victims have trouble with speech is because their minds are moving to fast to organize sentences. Using rhythm helps to reestablish the natural rhythm and temporal processing of speech through the cerebellum. http://www.interactivemetronome.com/

Bibliography: 

Bibliography Baker, M. (2007). Music moves brain to pay attention, Stanford study finds . Stanford School of Medicine. Retrieved February 12, 2012, from http://med.stanford.edu/news_releases/2007/july/music.html Juslin, P. N., & Vastfjall, D. (2008). Emotional responses to music: The need to consider underlying mechanisms . Retrieved February 6, 2012, from http://nemcog.smusic.nyu.edu/docs/JuslinBBSTargetArticle.pdf Kirkweg, S. (2009). Effects of music on memory . National Undergraduate Clearinghouse Research. Retrieved February 6, 2012, from http://clearinghouse.missouriwestern.edu/manuscripts/230.php Koelsch, S., Kilches, S., Steinbeis, N., & Schelinski, S. (2008). Effects of unexpected chords and of performer's expression on brain responses and elctrodermal activity . Plos One. Retrieved February 6, 2012, from http://www.plosone.org/article/info:doi/10.1371/journal.pone.0002631 Rauscher, F. H. (2003). Can music instruction affect children's cognitive development? University of Wisconsin Oshkosh. Retrieved February 5, 2012, from http://www.uwosh.edu/psychology/rauscher/ERIC03.pdf Rauscher, F. H., & Gruhn, W. (2002). The nuerobiology of music cognition and learning . University of Wisconsin Oshkosh. Retrieved February 5, 2012, from http://www.uwosh.edu/psychology/rauscher/Rauscher & Gruhn.pdf Reynolds, G. (2010). Phys ed: Does music make you exercise harder? The New York Times. Retrieved February 5, 2012, from http://well.blogs.nytimes.com/2010/08/25/phys-ed-does-music-make-you-exercise-harder/