Yearbook-Archive: Vol 22 (2012)

Vol 22 (2012): Musikpsychologie – Populäre Musik / Music Psychology – Popular Music [*]

Volume 22 was edited by Wolfgang Auhagen, Claudia Bullerjahn and Holger Höge. Editorial Assistans were Timo Fischinger, Richard von Georgi, Mirjam James, and Kathrin Schlemmer.

 

The printed volume was published by Hogrefe in 2012. The rights of use were reacquired by DGM and the contributions were republished here in 2020 as an OpenAccess publication for free, unrestricted use under the CC-BY 4.0 licence.

All contributions are available as searchable PDF files, have a DOI and are searchable in the PubPsych/PSYNDEX database. Contribution titles and abstracts are consistently given in German and English.

Titles and abstracts marked with [*] have been automatically translated from the original language with www.deepl.com.

Research Reports on Thematic Focus

Populäre Musik als Herausforderung für die Musikpsychologie. Eine kritische Bilanz Popular music as a challenge for the psychology of music. A critical balance [*]

Ralf von Appen
Due to a significant separation in the development of the fields of music psychol­ogy and popular music research in Germany over the past 25 years, there are still few empirical studies focusing on popular music today. This is not neces­sarily detrimental, considering that it is the aim of psychology to produce sys­tematic findings that are universal and unbound to any specific musical culture. But in fact, ignoring examples from the realm of popular music (e. g. in the studies of performance, learning, development or composition) results in conclu­sions that are not of universal validity and, instead, imply a bourgeois ideology of highbrow culture. The reasons for the disciplines' isolation from each other partly lie in the individual researchers' socializations and in their increasing specialization. But most of all, both disciplines differ on the much more basic levels of epistemo­logical interest and sociopolitical ambitions. While it is the interest of music psychologists to discover nomothetic laws concerning music related behavior, experience, and cognition, research in the field of popular music studies tries to understand current developments in our culture by interpreting music as a social indicator. In contrast to the (supposedly) neutral methods of psychology, it sometimes does make value judgments and seeks social change. If the psychology of music is to remain relevant, researchers must consider the most common music of our time more closely and generally will have to increase their attention to music' s social and cultural aspects. On the other hand, popular music researchers should no longer hesitate to adopt empirical method­ology and should take more notice of the literature of music psychology. To increase our knowledge in fields like analysis, aesthetics, identity and distinction, gender or canonization the disciplines need to work together closely.

"Gib mir Energie". Zum Gebrauchen und Lesen populärer Texte "Give me energy". To use and read popular texts [*]

Hans-Otto Hügel
What characterises a popular text? How is it read (or, in case of a pop song, listened to), and how is it used? This article gives answers to these questions on the basis of comments that were posted to a 1995 pop song of The Connells on YouTube: Popular texts are generally accessible for everybody and not only for special reception-communities or culture-segments. They are understood by cognition, activate emotions and make aware of experiences. Their practical relevance - which means their everyday life-philosophical functions - makes us understand their reception through usage. But this usage does not exclude the reading with comprehension, and even explicit efforts for understanding. Although compared to high culture texts the increased ,competence of interpre­tation' of the popular reader results in a larger scale of individual reception, the use and understanding remains bound to the text. To speak of the popular re­cipient as the sole ruler (vgl. Zillmann, 1994, S. 42) who values the aesthetics of a popular text turns out as not valid. In a second part of the text the theo­retical and historical assumptions concerning entertainment of such a functional description are exemplified and defined.

Präferenzen der Musikrezeption und transnationale Verbindungen. Eine Untersuchung mit Kindern am Ende der Grundschulzeit Preferences of music reception and transnational connections. A study with children at the end of primary school [*]

Winfried Sakai
The transnationalism theory assumes transnational social and cultural relations in the context of migration. In German primary schools there is a growing num­ber of children with migrational background. Thus, music-cultural links to the land of the family' s provenance might be assumed in contexts of multicultural childhood. This study focuses the children with Turkish origins. Thereby, the differences between the occidental (Western music) and the oriental music sys­tems (Mid East, Turkish music) provide an interesting aspect. In urban multicultural environment, 267 Children at the end of the primary school education have been exposed to a selection of transnational, local and global music examples. Using a special programmed interactive software the listening times of the children with and without migration background have been measured, recorded and statistically analyzed. The first extracted factor by principal component analysis in the total sample represents the singularities of the oriental music system versus Western music. A geographical orientated group­ ing of the participants' language background (including probands without migra­tion background) revealed significant differences between the (family's) language background and the preferences as well as postferences for the respective geographically located oriental music system. The results suggest further investigations and a sensible attention in music psychological, sociological and pedagogical research as well as in the childhood studies.

Research Reports

Urteilshomogenität und Klassengemeinschaft - Ein Beitrag zur Offenohrigkeitshypothese Judgment homogeneity and class community - A contribution to the open ear hypothesis [*]

Edda Leopold
The Hypothesis of open-earedness assumes that younger children are more open to unconventional music than older ones. This contribution is motivated by two studies on this hypothesis (Schellberg & Gembris, 2003 and Kopiez & Lehmann, 2008) that have been conducted in Germany and showed different results on first glance. The data these studies were based on is reanalyzed. For each pair of classroom communities a statistical test of homogeneity is performed. lt can be shown that the preference-distributions of different classroom communities differ more often than expected under the assumption of identical distribution. The statistical differences between the two different studies, however, are not larger than the differences between the classroom communities within both of the studies. Therefore the classroom community seems to be an important factor in the development of musical preferences.

Musikalische und sprachliche Fähigkeiten im Vorschulalter Musical and language skills in pre-school age [*]

Stephan Sallat
The interaction and influences between linguistic and musical abilities in pre­ school time are still in focus of research. Therefore the results of 4-5-year old children in a standardized language acquisition test with parts for perception, production and working memory were compared to music perception, music production and musical working memory. The comparison of musical and linguistic abilities in 4-5-year old children shows less correlations than expected; mainly in working memory tasks correla­tions can be observed. Furthermore the results give information about the de­velopment of musical abilities. Between the age of four and five an increasing in rhythmical abilities as well as in musical working memory tasks can be shown. In contrast to that no group differences can be observed for melodic abilities, for the ability to detect well known phrases of nursery rhymes and for the eval­uation of different singing parameters.

Genese und Modifikation von Emotionen bei der Rezeption von Musik. Eine appraisaltheoretische Modellierung Genesis and modification of emotions in the reception of music. An appraisal theoretical modelling [*]

Holger Schramm, Werner Wirth, Matthias Hofer
The Emotion-Metaemotion-Regulation Model is based on emotion psychologi­cal theories that consider cognitions - especially estimations and evaluations („appraisals") - as initial point or at least as central aspect for the constitution of emotions. This article aims at describing the process of emotion constitution, emotion monitoring, and emotion modification during music reception from a coherent appraisal theoretical perspective. This perspective opens up alternative explanations of inter and intraindividual differences in the emotional experience of music, as well as of the influence of social contexts during music reception, or the paradox of enjoying unpleasant music. Finally, the model offers an ana­lytical frame for both non-medial and medial music reception.

In Memoriam
The contributions in this section are available as a Collective PDF

Werner Deutsch

Rolf Oerter

Hans Günther Bastian

Gunter Kreutz

Close-Ups

Über das schwierige Verhältnis Deutschlands zur Neuen Musik und die Unerträgliche Leichtigkeit des Musikerseins von Vinko GlobokarOn Germany's difficult relationship to New Music and the unbearable lightness of Vinko Globokar [*]

Sabine Beck

Gewohnt und ungewohntFamiliar and unfamiliar [*]

Marcus Aydintan

Im Jahre 3 nach Michael JacksonIn the year 3 after Michael Jackson [*]

Manfred Nusseck

Spots

PreX - interaktive Software zur Aufzeichnung von Hörzeitenwerten zu einer Auswahl präsentierter Klangbeispiele mit integriertem Kontextfragebogen PreX - interactive software for recording listening time values for a selection of presented sound examples with integrated context questionnaire [*]

Winfried Sakai

Statistische Poweranalyse als Weg zu einer 'kraftvolleren' Musikpsychologie im 21. Jahrhundert Statistical power analysis as a path to a 'more powerful' music psychology in the 21st century [*]

Friedrich Platz, Reinhard Kopiez, Marco Lehmann

Reviews
The contributions in this section are available as a Collective PDF

Eckhard Altenmüller, Mario Wiesendanger & Jürg Kesselring (Eds.): Music, MotorControl and the Brain

Clemens Wöllner

Blanka Bogunovic: Musical Talent and Successfulness

Ksenija Rados

Herbert Bruhn, Reinhard Kopiez & Andreas C.Lehmann (Hrsg.): Musikpsychologie.Das neue Handbuch

Franziska Olbertz

Bundesministerium für Bildung und Forschung (Hrsg.): Macht Mozart schlau? Die Förderung kognitiver Kompetenzen durch Musik

Kathrin Schlemmer

Susan Hallam, Ian Cross & Michael Thaut (Eds.): The Oxford Handbook of Music Psychology

Clemens Wöllner

Georg Hübner: Musikindustrie und Web 2.0 - Die Veränderung der Rezeption und Distribution von Musik durch das Aufkommen des „Web 2.0"

Kai Lothwesen

Gary E. McPherson, Jane W. Davidson & Robert Faulkner: Music in our lives: Rethinking musical ability, development and identity

Klaus-Ernst Behne

Jens Knigge: Intelligenzsteigerung und gute Schulleistungen durch Musikerziehung. Die Bastian-Studie im öffentlichen Diskurs

Kathrin Schlemmer

Helga de la Motte-Haber (Hrsg.): Handbuch der Systematischen Musikwissenschaft

Herbert Bruhn

Marco Lehmann: Soziale Einflüsse auf die Musik-Elaboration Jugendlicher

Thomas Schäfer

Stephan Sallat: Musikalische Fähigkeiten im Fokus von Sprach­entwicklung und Sprachentwicklungsstörungen

Herbert Bruhn

Helga Sprung unter Mitarbeit von Lothar Sprung: Carl Stumpf - eine Biografie. Von der Philosophie zur Experimentellen Psychologie

Helga de la Motte-Haber

Robert Walker: Music Education. Cultural Values, Social Change and Innovation

Heike Gebauer

Stefan Weinacht und Helmut Scherer (Hrsg.): Wissenschaftliche Perspektiven auf Musik und Medien

Christoph Jacke

Andrew Williams: Portable Music and its Functions

Ingo Roden

Clemens Wöllner: Zur Wahrnehmung des Ausdrucks beim Dirigieren

Christoph Louven

Reports
The contributions in this section are available as a Collective PDF

7th Triennial Conference of the European Society for the Cognitive Sciences of Music 12.-16.August 2009 in Jyväskylä, Finland

Marco Lehmann, Kathrin Schlemmer & Reinhard Kopiez

Musikpsychologie und populäre Musik - Tagung der DGM 2009 in Kassel

Thomas Schäfer

Thema Nr.1 - Sex und populäre Musik - 20. Arbeitstagung des Arbeitskreis Studium Populäre Musik (ASPM) 25.-27.September 2009 in Halle

Yvonne Thieré

Evaluationsforschung in der Musikpädagogik - AMPF-Jahrestagung 8.-10.Oktober 2009 in Hösbach

Julia Wadewitz