The second edition of The Oxford Handbook of Music Psychology updates the original landmark text and provides a comprehensive review of the latest developments in this fast-growing area of research. Covering both experimental and theoretical perspectives, each of the 11 sections is edited by an internationally recognised authority in the area. The first ten parts present chapters that focus on specific areas of music psychology: the origins and functions of music; music perception, responses to music; music and the brain; musical development; learning musical skills; musical performance; composition and improvisation; the role of music in everyday life; and music therapy. In each part authors critically review the literature, highlight current issues and explore possibilities for the future. The final part examines how, in recent years, the study of music psychology has broadened to include a range of other disciplines. It considers the way that research has developed in relation to technological advances, and points the direction for further development in the field. With contributions from internationally recognised experts across 55 chapters, it is an essential resource for students and researchers in psychology and musicology.

Designed to teach nurses about the development, motivational, and sociocultural differences that affect teaching and learning, this text combines theoretical and pragmatic content in a balanced, complete style. --from publisher description.

There is accruing evidence which indicates that actively making music can contribute to the enhancement of a range of non-musical skills and lead to other beneficial outcomes. Research continues to explore the circumstances under which these benefits may occur. A recent review of the evidence from neuroscience suggests that early engagement may be important (before the age of seven), the length of musical engagement and commitment to it, the type of training, and the instrument learned. The quality of teaching is also crucial as to whether any benefits are realised. When teaching is poor there may be no benefits and negative outcomes. The common characteristics of musical programmes which are beneficial are emerging. They need to be highly interactive and enjoyable with opportunities for: developing new skills and performing; acquiring cultural capital; developing interpersonal bonds and solidarity in pursuing shared goals; on-going intensity and frequency of contact; developing mutual respect; and recognition and rewards for excellence. Receiving positive affirmation from others relating to musical activities, particularly performance is crucial in enhancing self-beliefs whatever the age of the participants. If performances are in high status cultural venues the impact is enhanced. The research undertaken to date suggests that: active engagement with making music should start early for the greatest benefits to be realised; engagement needs to be sustained over a long period of time to maximise the benefits; the activities need to include group work; opportunities need to be available for performance; the quality of teaching needs to be high; the curriculum needs to be broadly based including activities related to pitch and rhythm, singing, instrumental work, composition and improvisation, and the reading of notation; to have a positive impact on disaffected and at-risk young people, the musical activities need to be in a genre with which they can relate.

The new edition of 'The Child as Musician' celebrates the richness and diversity of the many different ways in which children can engage in and interact with music. It presents theory - both cutting edge and classic - in an accessible way for readers by surveying research concerned with the development and acquisition of musical skills.

In recent years the discpline of 'music psychology' has grown dramatically. In this volume, the two leaders in this field Isabelle Peretz and Robert Zatorre, have brought together an impressive list of contributors to present this study of the neutral correlates of music.