Research methods in psychoacoustics and the cognitive psychology of music

Course Information
TitleΜέθοδοι έρευνας στην ψυχοακουστική και τη γνωστική ψυχολογία της μουσικής / Research methods in psychoacoustics and the cognitive psychology of music
FacultyFine Arts
SchoolMusic Studies
Cycle / Level1st / Undergraduate
Teaching PeriodWinter
Course ID600013919

Programme of Study: PPS Tmīmatos Mousikṓn Spoudṓn (2017-sīmera)

Registered students: 1
OrientationAttendance TypeSemesterYearECTS
Musicology / Music EducationElective Courses748
Music CompositionElective Courses748

Class Information
Academic Year2018 – 2019
Class PeriodWinter
Faculty Instructors
Instructors from Other Categories
Weekly Hours6
Class ID
Course Type 2016-2020
  • Scientific Area
  • Skills Development
Course Type 2011-2015
Knowledge Deepening / Consolidation
Mode of Delivery
  • Face to face
Digital Course Content
The course is also offered to exchange programme students.
Language of Instruction
  • Greek (Instruction, Examination)
  • English (Instruction, Examination)
Learning Outcomes
Before the completion of this course each student should be able to: 1. to understand and display knowledge on fundamental concepts and experimental findings in both disciplines (Psychoacoustics & Music Cognition) 2. Demonstrate understanding of the related research methodology and experimental design 3. Demonstrate basic practical skills in conducting behavioral research 4. Demonstrate basic knowledge on experimental data collection and analysis 5. Become familiar with writing a research report and presenting research findings in scientific conferences.
General Competences
  • Apply knowledge in practice
  • Retrieve, analyse and synthesise data and information, with the use of necessary technologies
  • Work autonomously
  • Work in an international context
  • Work in an interdisciplinary team
  • Generate new research ideas
Course Content (Syllabus)
Psychoacoustics and the Cognitive Psychology of Music constitute two relatively young scientific disciplines which study human psychological response to sound and musical stimuli. Research in these domains has been concentrated in exploring fundamental aspects of physiological/mental processes that underlie cognitive processing of sound and music, as well as, in discovering the connections between these processes and general cognitive functions (i.e. perception, memory, attention, thinking, language). In the first month of this semester course an introduction to contemporary research on both disciplines is performed with emphasis on their constituent domains, by reviewing main theoretical and experimental findings. Then, students are required to individually conduct two hands-on research projects based on behavioral experimenting with real listeners. These two projects run in parallel throughout the remaining part of the semester, with each one of the faculty instructors coaching students and monitoring their progress within each project separately. The topic of the first project concentrates on peripheral auditory processing of sound and explores questions associated with fundamental percepts such as loudness, pitch and timbre, while the second focuses on research questions that relate to more complex phenomena of music perception such as, for example, perception of complex musical structures (rhythm, melody, harmony), emotions elicited by music, effects of music on the processing of multi-modal stimuli. Being engaged in a process of problem-based learning, students can effectively acquire a significant repertoire of experiences on behavioral experimental design, along with experiment administration, data collection, fundamentals of statistical analysis, scientific writing and dissemination of research outcomes.
Psychoacoustics, Cognitive Psychology, Perception, Music
Educational Material Types
  • Notes
  • Slide presentations
  • Video lectures
  • Audio
  • Multimedia
  • Interactive excersises
  • Book
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Laboratory Teaching
  • Use of ICT in Communication with Students
  • Use of ICT in Student Assessment
Both instruction and students’ practice are largely based on IC technologies. There are several types of software which is used most of the time during the semester, such as: 1. Electronic presentation software (e.g. MS PowerPoint) 2. Software for simulating and visualizing auditory processes. 3. Software for conducting listening experiments and assessing music listening skills. 4. Software for statistical data analysis (e.g. PASW, Rattle etc) An online version of the course has been also implemented in Moodle e-Education platform.
Course Organization
Laboratory Work301
Reading Assigment301
Written assigments421.4
Student Assessment
There are three types of student assessment based on the following activities: 1) Literature reading and presenting summaries on a specific topic in the class using electronic presentations. Every student will prepare and present 2-3 topics (30% of the final grade). 2) Implementation of a short experimental project. Every student is required to: a) individually conduct two small-scale listening experiments with the involvement of real listeners, b) perform basic statistical analysis of experimental data, c) prepare a summary of this work in the form of a short research report, and d) present the results in the class (70% of the final grade). 3) Students may acquire additional grades if they participate as subjects to behavioral experiments organized by the department's post grads or academic staff members.
Student Assessment methods
  • Written Assignment (Summative)
  • Oral Exams (Summative)
  • Report (Summative)
  • Labortatory Assignment (Summative)
Course Bibliography (Eudoxus)
Παναγιώτης Σ. & Κομίλη Αι. (2003). Μέθοδοι έρευνας στην ψυχολογία και τη γνωστική νευροεπιστήμη. Αθήνα: ΕΚΔΟΣΕΙΣ ΠΑΠΑΖΗΣΗ ΑΕΒΕ. (ISBN 978-960-02-1647-9)/Κωδικός Βιβλίου στον Εύδοξο: 30214 Ζαφειρόπουλος Κ. (2015). Πώς γίνεται μια επιστημονική εργασία; ΕΚΔΟΣΕΙΣ ΚΡΙΤΙΚΗ ΑΕ. (ISBN 978-960-586-077-6)/Κωδικός Βιβλίου στον Εύδοξο: 50659255.
Additional bibliography for study
Παπαδέλης, Γεώργιος. (2007). Ζητήματα αντίληψης του μουσικού ρυθμού. Θεωρητική προσέγγιση, πειραματικά ευρήματα. Θεσσαλονίκη: University Studio Press. (ISBN 978-960-12-1623-2) Παπαδέλης, Γεώργιος. (2008). Γλωσσική και μουσική αντίληψη: Αυτόνομα ή αλληλοεπικαλυπτόμενα γνωσιακά (νευρωνικά) υποσυστήματα; Στο: Ευδοκιμίδης, I. & Πόταγας, K. Συζητήσεις για τον Λόγο στο Αιγινήτειο. Αθήνα: Σύναψις. Τσαούσης, Γιάννης και Ρούσσος, Πέτρος. (2011). Στατιστική στις επιστήμες της συμπεριφοράς με τη χρήση του SPSS. Μοτίβο εκδοτική Α.Ε.- Εκδόσεις ΤΟΠΟΣ. (ISBN 978-960-6863-69-1). Krommyda, M., Papadelis, G., Chatzikallia, K., Pastiadis, K. & Kardaras, P. (2008). Does awareness of musical structure relate to general cognitive and literacy profile in children with learning disabilities? Proceedings of the Fourth conference on Interdisciplinary Musicology (CIM 08). Thessaloniki, Greece. Moritz, C., Yampolsky, S., Papadelis, G., Thomson, J., & Wolf, M. (2012). Links between early rhythm skills, musical training, and phonological awareness. Reading and Writing, 1–31. doi:10.1007/s11145-012-9389-0
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