The Musical Ear Test, a new reliable test for measuring musical competence

Wallentin, Mikkel; Højlund, Andreas; Friis-Olivarius, Morten; Vuust, Christian; Vuust, Peter

doi:10.1016/j.lindif.2010.02.004

Cited by 220 publications

(348 citation statements)

References 54 publications

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“…= Auditory; Vis. = Visual; MET = Musical Ear Task (Wallentin et al, 2010); OMSI = Ollen Musical Sophistication Index (Ollen, 2006); SES = socio-economic status (Adler & Stewart, 2007). …”

Section: Discussionmentioning

confidence: 99%

“…(MET; Wallentin, Nielsen, Friis-Olivarius, Vuust, & Vuust, 2010), which requires participants to judge whether two short musical stimuli are the same or different. In the melody subtest (MET-M), participants hear 52 sets of two melodies that do or do not include a note differing in pitch (with half of these pitch deviations also causing a difference in melodic contour).…”

Section: Musical Ear Test (Met) Musical Ability Was Assessed With Thmentioning

confidence: 99%

“…In the rhythm subtest (MET-R), participants hear 52 sets of two short rhythms (in wood-block beats) where the second rhythm does or does not contain one rhythmic change. The MET is similar to other commonly used tests of musical ability such as the Advanced Measures of Musical Audiation (AMMA; Gordon, 2007), however the MET offers the practical advantage of taking less time to administer (approximately 20 minutes) while still having good psychometric properties (Wallentin et al, 2010).…”

Section: Musical Ear Test (Met) Musical Ability Was Assessed With Thmentioning

confidence: 99%

“…Table 3), we rely on the composite musical ability score in the analyses below. (Wallentin et al, 2010); OMSI = Ollen Musical Sophistication Index (Ollen, 2006). a. Inhibition and switching tasks were scored such that higher scores indicate better performance (i.e., congruent-minus-incongruent RTs and stay-minus-switch RTs).…”

Section: Musical Experience Ability and Domains Of Efmentioning

confidence: 99%

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Tuning the mind: Exploring the connections between musical ability and executive functions

et al. 2016

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A growing body of research suggests that musical experience and ability are related to a variety of cognitive abilities, including executive functioning (EF). However, it is not yet clear if these relationships are limited to specific components of EF, limited to auditory tasks, or reflect very general cognitive advantages. This study investigated the existence and generality of the relationship between musical ability and EFs by evaluating the musical experience and ability of a large group of participants and investigating whether this predicts individual differences on three different components of EF – inhibition, updating, and switching – in both auditory and visual modalities. Musical ability predicted better performance on both auditory and visual updating tasks, even when controlling for a variety of potential confounds (age, handedness, bilingualism, and socio-economic status). However, musical ability was not clearly related to inhibitory control and was unrelated to switching performance. These data thus show that cognitive advantages associated with musical ability are not limited to auditory processes, but are limited to specific aspects of EF. This supports a process-specific (but modality-general) relationship between musical ability and non-musical aspects of cognition.GRAMMY Foundatio

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“…= Auditory; Vis. = Visual; MET = Musical Ear Task (Wallentin et al, 2010); OMSI = Ollen Musical Sophistication Index (Ollen, 2006); SES = socio-economic status (Adler & Stewart, 2007). …”

Section: Discussionmentioning

confidence: 99%

Section: Musical Ear Test (Met) Musical Ability Was Assessed With Thmentioning

confidence: 99%

Section: Musical Ear Test (Met) Musical Ability Was Assessed With Thmentioning

confidence: 99%

Section: Musical Experience Ability and Domains Of Efmentioning

confidence: 99%

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Tuning the mind: Exploring the connections between musical ability and executive functions

et al. 2016

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“…Lexical tone discrimination was examined with an AX paradigm, including a monosyllabic discrimination (MT) and a bisyllabic discrimination (BT) task. Music perception was measured by two sets of standard batteries, namely the Montreal Battery on Evaluation of Amusia (MBEA) , and the Musical Ear Test (MET) (Wallentin, Nielsen, Friis-Olivarius, Vuust, & Vuust, 2010). We ask the question whether the relation between musical pitch and lexical tone discrimination differs as the result of different native languages.…”

Section: Introductionmentioning

confidence: 99%

Cross-domain correlation in pitch perception, the influence of native language

Chen

Liu

Kager

2016

Language, Cognition and Neuroscience

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The current study explores how language experience may shape the correlation between lexical tone and musical pitch perception. A two domains (music and lexical tone) by two languages (tone, Mandarin Chinese and non-tone, Dutch) design is adopted. Participants were tested on their discrimination of Mandarin Chinese lexical tones, Montreal Battery of Evaluation of Amusia (MBEA), and Musical Ear Test (MET). The Chinese listeners outperformed the Dutch listeners on both MBEA and MET, but had comparable accuracies for the lexical tone discrimination. Importantly, a significant cross-domain correlation was only observed for the Dutch listeners but not for the Chinese listeners. For tone language listeners, once lexical tones have been acquired, native listeners perceive them as phonological categories, and split them from other pitch variations that do not play a phonemic role. Non-tone language listeners, on the other hand, perceive both lexical tones and musical pitch on a psycho-acoustical basis, hence exhibit a unified perception of pitch across the two domains.ARTICLE HISTORY

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Effects of Music Training on Attention, Processing Speed and Cognitive Music Abilities—Findings from a Longitudinal Study

Roden

Könen

Bongard

et al. 2014

Applied Cognitive Psychology

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The present study addresses visual attention and processing speed in primary school children (N = 345; 7-8 years of age) who received either music (MC) or natural science training (NC) over a period of 18 months. Dependent variables were collected three times (T1-T3) and included measures for processing speed, visual attention and cognitive music abilities. They were submitted to latent or manifest change models including socioeconomic status and basic cognitive functions as covariates. Groups performed similarly in all dependent tasks at baseline (T1). MC showed significant increases in processing speed as well as in music abilities from T2 to T3 and increases in rhythmic abilities from T1 to T2. Although MC also showed increases in both processing speed and visual attention over time, they were at a small advantage with respect to the former and at a clear disadvantage with respect to the latter measure as compared to NC.

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The Musical Ear Test, a new reliable test for measuring musical competence

Cited by 220 publications

References 54 publications

Tuning the mind: Exploring the connections between musical ability and executive functions

Tuning the mind: Exploring the connections between musical ability and executive functions

Cross-domain correlation in pitch perception, the influence of native language

Effects of Music Training on Attention, Processing Speed and Cognitive Music Abilities—Findings from a Longitudinal Study

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