Cultural Differences in Rhythmic Perception

Igaga, J. M.; Versey, J.

doi:10.1177/030573567751003

Cited by 9 publications

(6 citation statements)

References 3 publications

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“…It is possible that performance in the rhythm ability testing (perceiving the beat in Western contemporary music) was affected by cultural differences in musical preference and experience. Comparisons of rhythm perception ability between English and Ugandan schoolchildren revealed that the Ugandan group showed a greater affinity for learning long and short sounds, whereas the English group favored strong and weak sounds ( 44 ). Moreover, African music culture places emphasis on rhythmic performance ( 44 ), therefore is not surprising Ugandan schoolchildren showed better rhythm synchronization, rhythm repetition, and steady beating time than their English counterparts ( 45 ).…”

Section: Discussionmentioning

confidence: 99%

“…Comparisons of rhythm perception ability between English and Ugandan schoolchildren revealed that the Ugandan group showed a greater affinity for learning long and short sounds, whereas the English group favored strong and weak sounds ( 44 ). Moreover, African music culture places emphasis on rhythmic performance ( 44 ), therefore is not surprising Ugandan schoolchildren showed better rhythm synchronization, rhythm repetition, and steady beating time than their English counterparts ( 45 ). Future studies that explore individual rhythm abilities may consider the individual's cultural background and how that may influence their ability to perceive/produce the beat in the music selected for their research.…”

Section: Discussionmentioning

confidence: 99%

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An Initial Investigation of the Responsiveness of Temporal Gait Asymmetry to Rhythmic Auditory Stimulation and the Relationship to Rhythm Ability Following Stroke

et al. 2020

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Temporal gait asymmetry (TGA) is a persistent post-stroke gait deficit. Compared to conventional gait training techniques, rhythmic auditory stimulation (RAS; i.e., walking to a metronome) has demonstrated positive effects on post-stroke TGA. Responsiveness of TGA to RAS may be related to several factors including motor impairment, time post-stroke, and individual rhythm abilities. The purpose of this study was to investigate the relationship between rhythm abilities and responsiveness of TGA when walking to RAS. Assessed using behavioral tests of beat perception and production, participants with post-stroke TGA (measured as single limb support time ratio) were categorized according to rhythm ability (as strong or weak beat perceivers/producers). We assessed change in TGA between walking without cues (baseline) and walking while synchronizing footsteps with metronome cues. Most individuals with stroke were able to maintain or improve TGA with a single session of RAS. Within-group analyses revealed a difference between strong and weak rhythm ability groups. Strong beat perceivers and producers showed significant reduction (improvement) in TGA with the metronome. Those with weak ability did not and exhibited high variability in the TGA response to metronome. Moreover, individuals who worsened in TGA when walking to metronome had poorer beat production scores than those who did not change in TGA. However, no interaction between TGA improvement when walking to metronome and rhythm perception or production ability was found. While responsiveness of TGA to RAS did not significantly differ based on strength of rhythm abilities, these preliminary findings highlight rhythm ability as a potential consideration when treating post-stroke individuals with rhythm-based treatments.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

An Initial Investigation of the Responsiveness of Temporal Gait Asymmetry to Rhythmic Auditory Stimulation and the Relationship to Rhythm Ability Following Stroke

et al. 2020

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“…Giving further understanding to the importance of cultural differences, Igaga and Versey (1977) found that cultural differences favored an English over a Ugandan sample in tests of rhythmic perception. They noted, however, that there are major cultural differences in experience with the meaning of rhythm between Uganda and England.…”

Section: Cultural Issuesmentioning

confidence: 99%

The Role of Music in Child Development

Peery¹,

Peery²

1987

Music and Child Development

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“…To confirm this, a pair of researchers from the University of London and the University of Nairobi chose to compare the rhythmic proficiency of students in the United Kingdom and Uganda (Igaga & Versey, 1977, 1978. The results of their studies fell along predictable lines.…”

Section: Viewpoints In the Literaturementioning

confidence: 99%

Intercultural Impact on Music Learning

Engle

1993

Update: Applications of Research in Music Education

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Robert Engle is director of music at Kapiolani Community College, 4303 Diamond Head Road, Honolulu, Hawaii 96816. He is currently pursuing doctoral studies at the University of Washington.The American classroom is changing. An estimated 30%' of American students belonged to an ethnic minority in 1990, and by the year 2000, more than 50 major American cities will have majority populations comprised of ethnic minorities (Banks, 1987). Students in the future will differ in many respects from those of the past. The new multicultural classrooms of America present many challenges. The willingness and ability of teachers to deal with the unfamiliar will have much to do with their survival in this new society.These changes add to the complexity of the teacher's task. In the rush to intercept social problems, teachers should not assume an identical learning process for every student, regardless of cultural history. Are the learning patterns of all students the same? If not, how are these patterns different from each other, and what are the implications of these differences? Viewpoints in the LiteratureResearchers have shown some interest in cross-cultural learning. Most of the studies in this category, however, compare student achievement from country to country, or learning patterns of students in one cultural orientation to those in another. Although the available studies do not address the problems of learning within the same multicultural classroom, they do provide important information for understanding perceptual differences and thus are worthy of consideration.No difference anywhere. Taylor (1969/1970) provides a unique and very interesting viewpoint. As Dasher (1972) points out, Taylor contends that all human beings share common neurophysiological constants that predispose them to use certain musical procedures despite cultural differences. Taylor suggests that biologically based, culturally transcendent factors influence a universal demand for completeness and change. In short, he argues that human beings' common biological heritage (input) contributes to a common expression of artistry (output). What he fails to discuss is the intermediate stage: process.Taylor ( 1969/ 1970) does raise some interesting points. It is true that music exists in all known societies and that it is performed everywhere that it exists. While Taylor does not deny that culture influences social behavior, he insists that social scientists have overestimated its influence to the exclusion of naturalist considerations. His argument weakens somewhat as he attempts to relate his principles to the many diverse world cultures. At some point, there seem to be too many exceptions to his rules. In some cases, his applications even display cultural naYvet6. His dissertation, nonetheless, offers a perspective not often considered by those who study music.Deciding to study cultural differences. To learn how people do things differently, it is necessary to study how others do what they do. This is the job of the sociologist, the anthropologist, and...

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Cultural Differences in Rhythmic Perception

Cited by 9 publications

References 3 publications

An Initial Investigation of the Responsiveness of Temporal Gait Asymmetry to Rhythmic Auditory Stimulation and the Relationship to Rhythm Ability Following Stroke

An Initial Investigation of the Responsiveness of Temporal Gait Asymmetry to Rhythmic Auditory Stimulation and the Relationship to Rhythm Ability Following Stroke

The Role of Music in Child Development

Intercultural Impact on Music Learning

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