The Bentley “Measures of Musical Abilities”: A Congruent Validity Report

Young, William T.

doi:10.2307/3343982

Cited by 7 publications

(4 citation statements)

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“…Arnold Bentley’s Measures of Musical Abilities (MMA; Bentley, 1966, cited in Young, 1973) was developed to evaluate children’s musical abilities “that are basic and essential to progress in active music-making as vocalist and instrumentalist—i.e., to the performance of music” (Bentley, 1966, p. 20; cited in Young, 1973, p. 74). We created the Hungarian version of the test based on the German version’s manual (Bentley, 1973).…”

Section: Methodsmentioning

confidence: 99%

Task-Dependent Mechanisms in the Perception of Music and Speech: Domain-Specific Transfer Effects of Elementary School Music Education

Lukács

Honbolygó

2019

Journal of Research in Music Education

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Previous studies have demonstrated that active engagement in musical activities benefits auditory and cognitive processing. However, it is still unclear whether musical experience improves domain-general mechanisms reflected in superior functioning in language or the enhancement is selective and limited to musical abilities. In the present study, we evaluated the transfer effect of general elementary school music education on the development of linguistic abilities. The relationship between specific musical auditory skills, phonological awareness, and reading was investigated in 30 second-grade children who attended either a class with an intensive music curriculum or a class with a regular curriculum. Results indicated no significant differences between the music and the regular class, suggesting that 1 year of Kodály-based classroom music education is not enough to yield relevant improvement in musical and linguistic abilities. Although there was no considerable relationship between reading and musical abilities, phoneme deletion accuracy was specifically associated with tonal memory. These findings suggest that similar cognitive mechanisms may be required to process melodic and phonological sequences. Therefore, we assume that task-dependent mechanisms may exist in melody and speech perception, which might account for the presence of inconsistent findings in the music transfer literature.

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Section: Methodsmentioning

confidence: 99%

Task-Dependent Mechanisms in the Perception of Music and Speech: Domain-Specific Transfer Effects of Elementary School Music Education

Lukács

Honbolygó

2019

Journal of Research in Music Education

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“…Los participantes completaron el JMT más otras pruebas desarrolladas para evaluar específicamente cinco aptitudes musicales diferentes: discriminación tonal, memoria rítmica, memoria tonal, imitación rítmica e imitación melódica. Estas aptitudes se inspiraron en la Prueba de Aptitud Musical de Bentley (Young, 1973), pero decidimos usar formas más cortas que las pruebas de Bentley por dos razones: 1) estas versiones más cortas se usan con frecuencia para seleccionar a los niños que empezarán los estudios musicales en los conservatorios de España; y 2) los participantes formaron parte en un estudio de neuroimagen más global, y no tuvimos tiempo suficiente para usar pruebas más largas. Los ítems de cada una de las pruebas fueron grabados, interpretados, administrados y evaluados por un músico profesional.…”

Section: Materialesunclassified

The Jake Mandell Test as a measure of individual differences in pitch discrimination: validity and reliability properties.

Olcina‐Sempere¹,

Palomar-García²,

Hernández³

et al. 2020

Rev. Electrón. Complut. Investig. Educ. Music.

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The Jake Mandell Tone Deaf Test (JMT) is an online measure designed to evaluate pitch discrimination in the normal population. The test has been available online since 2006, but no psychometric data have been published. The present research was designed to provide validity and reliability data for this test. Study 1 was conducted in university students, and the performance on the JMT was compared to the AMUSIA online screening tests. Correlations were high with the subtests of the AMUSIA online screening tests, but especially with the Tone discrimination test. Study 2 was conducted in children, and the JMT was compared to different tests of musical abilities. The JMT showed a good relationship with the Tone Discrimination and Rhythm Imitation subtest, but especially with the global score of musical abilities. In addition, the test showed good one-year test-retest reliability. Finally, external validation of the JMT was obtained by noting that musicians obtained higher scores than non-musicians. Discussion is focused on the possibility of using the JMT as a rapid screening measure of individual differences in pitch discrimination in the normal population.

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“…Therefore, as the most important, Seashore (1967) mentions the sense of pitch, the sense of time, the sense of loudness, and the sense of timbre. Winner (2005) considers sensitivity to the structure of music -tonality, harmony and rhythm, to be fundamental, while Mirković- Radoš (1998) identifies the distinction of pitch, loudness and timbre, distinction of rhythm, melodic and rhythmic memory as important elements of musical ability which are necessary, but without understanding and aesthetic sensitivity to music, insufficient for significant musical accomplishments. For Čudina-Obradović (1991) understanding the melody is the most important feature, and she links it closely with the feeling of distinguishing the pitch, but also mentions the absolute pitch as one of the important skills.…”

Section: Musical Abilitymentioning

confidence: 99%

“…Tako Seashore (1967) kao najvažnije navodi osjećaj za visinu tona, osjećaj za vrijeme, osjećaj za glasnoću i osjećaj za tonske boje. Winner (2005) temeljnim smatra osjetljivost na strukturu glazbe -tonalitet, harmoniju i ritam, a Mirković-Radoš (1998) izdvaja razlikovanje visine, jačine i boje tona, razlikovanje ritma, melodijsku i ritmičku memoriju, kao osnovne elemente glazbene sposobnosti koji su nužni, ali, bez razumijevanja i estetske osjetljivosti za glazbu, nedovoljni za značajnija glazbena postignuća. Čudina-Obradović (1991) najvažnijim vidi razumijevanje melodije uz što tijesno veže i osjećaj za razlikovanje visine tona te kao jednu od također važnih sposobnosti navodi i apsolutni sluh.…”

Section: Glazbena Sposobnostunclassified

Verification of Metric Characteristics of the Bentley Test of Musical Abilities on a Sample of Croatian Music School Students / Provjera metrijskih karakteristika Bentleyeva testa glazbenih sposobnosti na hrvatskom uzorku učenika glazbene škole

Brđanović

2016

Croatian Journal of Education

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Theories and research try to explain musical ability as primarily innate or acquired, as well as single or composed of several elementary abilities. However, a satisfactory definition of this skill (or these skills) implies pluralism of views, theories and research. The Measures of Musical Abilities test, by Arnold Bentley, diagnoses the current level of basic musical skills of children aged 7 to 14. This paper describes the test applied in Croatia for the first time. By checking metric characteristics of the test on a sample of Croatian music school students, the obtained coefficient α was 0.74, whereas with the test-retest method r was 0.81, indicating a satisfactory reliability of the test. The significances of the correlations of students' results achieved in the test and teachers' assessments of students' abilities, and their moderately high positive correlation, confirm the validity of the test. In comparison with the results of other available relevant research, in this study the lower score on the chord analysis test and the lower total score on the Bentley test were obtained, which may be explained by general cultural differences, as well as different methods of musical training in different countries. The obtained results show that the higher number of years of musical training is significant for a higher total score on the Bentley test.

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The Bentley “Measures of Musical Abilities”: A Congruent Validity Report

Cited by 7 publications

References 1 publication

Task-Dependent Mechanisms in the Perception of Music and Speech: Domain-Specific Transfer Effects of Elementary School Music Education

Task-Dependent Mechanisms in the Perception of Music and Speech: Domain-Specific Transfer Effects of Elementary School Music Education

The Jake Mandell Test as a measure of individual differences in pitch discrimination: validity and reliability properties.

Verification of Metric Characteristics of the Bentley Test of Musical Abilities on a Sample of Croatian Music School Students / Provjera metrijskih karakteristika Bentleyeva testa glazbenih sposobnosti na hrvatskom uzorku učenika glazbene škole

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