Practice does not make perfect: no causal effect of music practice on music ability.
about
Investigating the importance of self-theories of intelligence and musicality for students' academic and musical achievement.Secular Slowing of Auditory Simple Reaction Time in Sweden (1959-1985)Neurophysiological Correlates of Musical and Prosodic Phrasing: Shared Processing Mechanisms and Effects of Musical Expertise.The role of rhythm in perceiving speech in noise: a comparison of percussionists, vocalists and non-musiciansThe origins of music in auditory scene analysis and the roles of evolution and culture in musical creation.Predictors of continued playing or singing--from childhood and adolescence to adult years.Timing skills and expertise: discrete and continuous timed movements among musicians and athletes.Acquisition and reacquisition of motor coordination in musicians.Associations between motor timing, music practice, and intelligence studied in a large sample of twins.Music training and speech perception: a gene-environment interaction.Predicting who takes music lessons: parent and child characteristics.The effect of musical practice on gesture/sound pairing.Investigating cognitive transfer within the framework of music practice: genetic pleiotropy rather than causality.Layman versus Professional Musician: Who Makes the Better Judge?The Nature and Nurture of Melody: A Twin Study of Musical Pitch and Rhythm Perception.How musical are music video game players?On the Relationship Between Domain-Specific Creative Achievement and Sexual Orientation in Swedish Twins.Summing Up Hours of Any Type of Practice Versus Identifying Optimal Practice Activities: Commentary on Macnamara, Moreau, & Hambrick (2016).Secrets of virtuoso: neuromuscular attributes of motor virtuosity in expert musiciansGenetic pleiotropy explains associations between musical auditory discrimination and intelligencePromises of formal and informal musical activities in advancing neurocognitive development throughout childhood.Shared somatosensory and motor functions in musicians.Brain Plasticity and the Concept of Metaplasticity in Skilled Musicians.How Important Is Deliberate Practice? Reply to Ericsson (2016).Individual Differences in Personality Masculinity-Femininity: Examining the Effects of Genes, Environment, and Prenatal Hormone Transfer.Musical Interests and Talent: Twin Jazz Musicians and Twin Studies/Twin Research: Loss of a Preterm Multiple; Conjoined Twin Conception; Depression in Fathers of Twins; Twin-to-Twin Transfusion Syndrome/Twin News: High-Achieving Twins; Twin ChildrenFactors affecting pitch discrimination performance in a cohort of extensively phenotyped healthy volunteers.Education and Intelligence: Pity the Poor Teacher because Student Characteristics are more Significant than Teachers or Schools.Intelligence, competitive altruism, and "clever silliness" may underlie bias in academe.Same Genes, Different Brains: Neuroanatomical Differences Between Monozygotic Twins Discordant for Musical Training.Musical Competence is Predicted by Music Training, Cognitive Abilities, and Personality.
P2860
Q27306096-4A6FDF72-ED0F-407F-8C21-763AACD5FE24Q27314723-44FA4F92-C676-47F8-88C9-8F4B03B53E22Q27347748-52764A18-A2CF-4A1C-A908-7BA87579D67FQ28595910-CD7344F4-1682-436D-9F9D-64C58C17C13AQ28650319-883921E9-641F-44FE-A142-7D0CF1741FA0Q30369577-E31A6F0B-40C9-4CE4-AACD-26C897CC8152Q30370507-59692233-AFA4-486C-9DDC-058E887F4BE8Q30372720-10429995-E4A9-438D-9236-AE227AF2FE37Q30372723-999F9FC7-AEA7-4B31-9745-BAF74B4AE599Q30372733-EB2D3E03-038E-4233-8590-974C2FD896E7Q30373488-A068939A-AB28-43F9-B408-BCEFE4462243Q30373821-0B726FDE-7FA8-44A7-89BD-86184556DBFFQ30374349-E2A0D17F-FFA5-4F42-90D3-084547DAAB29Q30378388-6D4508A9-0078-4CFF-88A2-9C7E41C5F7BDQ30382311-F72C841F-9BD3-4E6C-A37A-473D24A1351CQ30383170-06812DB4-7083-4C07-A632-A29EF83E07A5Q30385574-F7D4E671-7FCF-4CA1-BAF7-85828C1760B2Q30388447-C00676C2-86B6-4666-AA8E-4C2BA3F58082Q30400203-4DAC3B44-F92C-4396-AF59-799E288FF999Q30564271-F8CA8EDF-DDC5-4DCC-8ACA-426C7967CCFAQ30566000-3EAA51C7-9750-4525-8092-8AA3CBB453A1Q30571986-64026877-5C92-4E3A-AE0F-371B74C448DFQ30572148-D8B888A1-D315-4A0A-A38A-2E45D25BFB67Q38863248-DC7223DD-B88A-45AA-BFC5-8BFC987AC56EQ39944036-A31DC770-0965-4DCA-974C-687F11DA137AQ45966652-61F3E6A6-DD1F-4647-9397-C38790FAF9ACQ47106678-CD5B0598-DDAE-4206-908C-95E3E985B3B2Q47379545-D5CD3424-A9BF-4BF3-B547-7305ADC2E1C8Q47946938-D0D0EBCA-5B34-4A88-85C6-6535DF2AC806Q47970235-A7E9CC63-2A7C-49FD-8051-C4A93ABCBEA2Q55374678-E26C977C-A5F7-4004-9AE2-9A536C495438
P2860
Practice does not make perfect: no causal effect of music practice on music ability.
description
2014 nî lūn-bûn
@nan
2014 թուականի Յուլիսին հրատարակուած գիտական յօդուած
@hyw
2014 թվականի հուլիսին հրատարակված գիտական հոդված
@hy
2014年の論文
@ja
2014年論文
@yue
2014年論文
@zh-hant
2014年論文
@zh-hk
2014年論文
@zh-mo
2014年論文
@zh-tw
2014年论文
@wuu
name
Practice does not make perfect: no causal effect of music practice on music ability.
@ast
Practice does not make perfect: no causal effect of music practice on music ability.
@en
type
label
Practice does not make perfect: no causal effect of music practice on music ability.
@ast
Practice does not make perfect: no causal effect of music practice on music ability.
@en
prefLabel
Practice does not make perfect: no causal effect of music practice on music ability.
@ast
Practice does not make perfect: no causal effect of music practice on music ability.
@en
P2860
P50
P356
P1476
Practice does not make perfect: no causal effect of music practice on music ability
@en
P2093
Fredrik Ullén
Nancy L Pedersen
P2860
P304
P356
10.1177/0956797614541990
P577
2014-07-30T00:00:00Z