Effects of Music upon GSR of Children

Zimny, George H.; Weidenfeller, Edward W.

doi:10.2307/1126899

Cited by 4 publications

(6 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…For instance, significant increases in SC have been found to accompany exposure to stimuli of high emotional content, such as aggressive film scenes (Geen and Rakosky, 1973), erotic stimuli (Hamrick, 1974) and startle responses accompanying fear imagery (Vrana, 1995). SC has also been found to distinguish emotional from non-emotional music scores accompanying stressful films (Thayer and Levenson, 1983), and SC (but not HR) was found to differentiate responses to exciting music from those of calm and neutral music (Zimny and Weidenfeller, 1963). Interestingly, since SC is innervated entirely by the sympathetic nervous system, increases in SC appear to be linearly correlated with increases in arousal.…”

Section: Discussionmentioning

confidence: 99%

“…Heart rate (HR), respiration and blood pressure increased more in response to stimulative music that aroused feelings of vigour and tension than to sedative music (Iwanaga and Moroki, 1999). Zimny and Weidenfeller (1963) also found that SC responses of college students were significantly increased by 'exciting' music (Dvorak's 'New World' symphony), but not by 'neutral' (Chopin's Les Sylphides) or 'calm' (Bach's ' Air on the G String') music.…”

Section: N I K K I S R I C K a R D M O Na S H U N I V E R S I T Y Au S T R A L I Amentioning

confidence: 96%

See 1 more Smart Citation

Intense emotional responses to music: a test of the physiological arousal hypothesis

Rickard

2004

Psychology of Music

323

330

View full text Add to dashboard Cite

A consistent theme across general theories of emotion is that intense emotions are accompanied by increased levels of physiological arousal. The aim in the current study was to determine whether music which elicited intense emotions produced higher levels of physiological arousal than less emotionally powerful music. Twenty-one participants (9 females, 12 males) were exposed to relaxing music, arousing (but not emotionally powerful) music, an emotionally powerful film scene, and a music piece selected by participants as ‘emotionally powerful’. A range of physiological and subjective measures of arousal was recorded before and during the treatments. The emotionally powerful music treatment elicited significantly greater increases in skin conductance and number of chills than the other treatments. The findings are discussed in terms of the sensitivity of skin conductance and chills as measures of emotional intensity, and it is suggested the study offers some support for the emotivist thesis of musical emotions.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: N I K K I S R I C K a R D M O Na S H U N I V E R S I T Y Au S T R A L I Amentioning

confidence: 96%

Intense emotional responses to music: a test of the physiological arousal hypothesis

Rickard

2004

Psychology of Music

323

330

View full text Add to dashboard Cite

show abstract

“…It is worth highlighting that only the first stage of music education was performed in the present study, a factor that may have influenced the results because, as previously mentioned, time of exposure to music education directly influences the academic performance of children. Thus, it would be important to observe how the completion of subsequent stages would influence school performance, considering that musical learning has been used to increase performance of children in classroom tasks (30) and improve learning in various school subjects, concentration, and individual performance (8,9,10) .…”

Section: Discussionmentioning

confidence: 99%

Efeito da educação musical na promoção do desempenho escolar em crianças

Said

Abramides

2020

CoDAS

View full text Add to dashboard Cite

RESUMO Objetivo Este estudo investigou o efeito da educação musical no repertório de habilidades escolares em crianças expostas e não expostas à educação musical. Método Foram avaliadas 80 crianças, entre oito a doze anos, ambos os sexos, divididos em dois grupos: 40 alunos com educação musical (experimental) e 40 alunos sem educação musical (controle). Para coleta dos dados, foram utilizados o questionário do Sistema de Avaliação de Habilidades Sociais (SSRS-M) e o Teste de Desempenho Escolar (TDE). Resultados Indicaram diferença estatisticamente significante nas crianças expostas à educação musical, evidenciando que houve melhoria no desempenho escolar e na competência acadêmica. Conclusão Portanto, é de grande relevância o benefício da aprendizagem musical aliada a diferentes áreas da educação e da saúde, uma vez que pode representar uma estratégia eficaz na prática inclusiva e na promoção da saúde física e mental das crianças.

show abstract

“…Yet, the basis of this control by music remains unexplained. One known property of music is that when music is contingent upon a response it can be a reinforcer, as shown by Barrett's (1962) punishment of tics by timeout from music and by Ayllon and Azrin's (1965Azrin's ( , 1968aAzrin's ( , 1968b Weidenfeller, 1962Weidenfeller, , 1963Ellis and Brighouse, 1952). Also, the use of music therapy for mental patients seems to be based on the assumption that music affects the general emotional state.…”

mentioning

confidence: 99%

“…Loud music has been found to act as a punisher (Smith and Curnow, 1966) and is similar in that respect to simple noise on human behavior (Azrin, 1958). Even when it is not contingent on behavior, music seems to have distinctive properties; the GSR and respiration have been found to increase during some types of music and to decrease during others (Zimny and Weidenfeller, 1962Weidenfeller, , 1963Ellis and Brighouse, 1952). Also, the use of music therapy for mental patients seems to be based on the assumption that music affects the general emotional state.…”

mentioning

confidence: 99%

A SYNCHRONIZATION EFFECT AND ITS APPLICATION TO STUTTERING BY A PORTABLE APPARATUS¹

Azrin

Jones

Flye

1968

J of App Behav Analysis

View full text Add to dashboard Cite

The present study attempted to determine how a rhythmic beat affects ongoing behavior. A regular stimulus beat was presented to normal subjects who had been instructed to push a bar from side to side. Other subjects had been instructed to emit a vocal response. The individual vocal and motor responses became synchronized with the individual beats of the rhythm. The time between stimulus beats determined the modal interresponse time. These results indicate a synchronization effect: ongoing behavior tends to become synchronized with an ongoing stimulus rhythm. An attempt was made to apply these findings to the problem of stuttering, which can be considered as a disturbance of the natural rhythm of speech. Stutterers were instructed to synchronize their speech with a simple regular beat presented to them tactually by a portable apparatus. The result was a reduction of 90% or more of the stuttering for each subject during the period of synchronization. This effect endured for extended periods of spontaneous speech as well as for reading aloud and was found to be attributable to the rhythmic nature of the stimulus and not to other factors. EXPERIMENT I: CONTROL OF SIMPLEMOTOR AND VOCAL RESPONSES BY RHYTHM Rhythmic stimuli are believed to exert substantial behavioral influence, as evidenced by the extensive natural use of music. Yet, the basis of this control by music remains unexplained. One known property of music is that when music is contingent upon a response it can be a reinforcer, as shown by Barrett's (1962) punishment of tics by timeout from music and by Ayllon and Azrin's (1965Azrin's ( , 1968aAzrin's ( , 1968b Weidenfeller, 1962Weidenfeller, , 1963Ellis and Brighouse, 1952). Also, the use of music therapy for mental patients seems to be based on the assumption that music affects the general emotional state. Non-contingent music has often been reported as increasing the level of ongoing behaviors, but these reports are often conflicting (see review by Uhrbrock, 1961). Even when a complex musical sound pattern affects ongoing behavior, the question remains as to which aspect of the complex was responsible. The present study attempted a more analytic study of the effect of rhythm by investigating whether a simple regular beat influenced ongoing behavior. The procedure differed from previous studies of rhythm in that the response was a simple and discrete movement of a bar or a simple vocal response, rather than a complex behavioral sequence; similarly, the rhythmic stimulus was a fixed beat rather than a complex musical pattern. The simple nature of the response and the stimulus permitted the evaluation of any point-to-point correspondence in time between them and the eval-283 1968, 1.,283-295 NUMBER 4 (WINTER 1968)

show abstract

Effects of Music upon GSR of Children

Cited by 4 publications

References 0 publications

Intense emotional responses to music: a test of the physiological arousal hypothesis

Intense emotional responses to music: a test of the physiological arousal hypothesis

Efeito da educação musical na promoção do desempenho escolar em crianças

A SYNCHRONIZATION EFFECT AND ITS APPLICATION TO STUTTERING BY A PORTABLE APPARATUS¹

Contact Info

Product

Resources

About

Effects of Music upon GSR of Children

Cited by 4 publications

References 0 publications

Intense emotional responses to music: a test of the physiological arousal hypothesis

Intense emotional responses to music: a test of the physiological arousal hypothesis

Efeito da educação musical na promoção do desempenho escolar em crianças

A SYNCHRONIZATION EFFECT AND ITS APPLICATION TO STUTTERING BY A PORTABLE APPARATUS1

Contact Info

Product

Resources

About

A SYNCHRONIZATION EFFECT AND ITS APPLICATION TO STUTTERING BY A PORTABLE APPARATUS¹