- Oxford Library of Psychology
- The Oxford Handbook of Cultural Neuroscience
- Oxford Library of Psychology
- About The Editors
- Locating Culture in the Brain and in the World: From Social Categories to the Ecology of Mind
- Cultural Neuroscience and Neurophilosophy: Does the Neural Code Allow for the Brain’s Enculturation?
- Sensory Enculturation and Neuroanthropology: The Case of Human Echolocation
- Health, Development, and the Culture-Ready Brain
- Culture as a Response to Uncertainty: Foundations of Computational Cultural Neuroscience
- Cultural Values Modulate Emotional Processing in Human Amygdala
- Genes, Brain, and Culture Through a 5-HTT Lens
- Embodied Brains, Social Minds: Toward a Cultural Neuroscience of Social Emotion
- Cultural Neuroscience in South Africa: Promises and Pitfalls
- Cross-Cultural Differences in Memory
- When Culture Informs Neuroscience: Considerations for Community-Based Neurogenetics Research and Clinical Care in a First Nation Community With Early Onset Familial Alzheimer Disease
- Quantifying Culture: The Cultural Distance Hypothesis of Melodic Expectancy
- Cultural Neuroscience Studies of the Self-Reflection
- Identifying a Cultural Resource: Neural Mechanisms Underlying Familial Influence on Adolescent Risk Taking
- Cultural Differences in Emotional Expressions and Body Language
- How Next-Generation Neuroscience Technologies Can Facilitate Comparison Across Cultural Contexts and Species: Implications for Global Health
- The Cultural Neuroscience of Intergroup Bias
- Cultural Neuroscience of Pain and Empathy
- The Gene–Culture Interaction Framework and Implications for Health
- Epigenetics and Social Behavior
- The Encultured Genome: Molecular Evidence for Recent Divergent Evolution in Human Neurotransmitter Genes
- The Role of Culture in Population Mental Health: Prevalence of Mental Disorders Among Asian and Asian American Populations
- Culture, Genes, and Socioemotional Neurodevelopment: Searching for Clues to Common Mental Disorders
- Conclusion—<i>Oxford Handbook of Cultural Neuroscience</i>
Abstract and Keywords
All normally developing children acquire an understanding of the music and language of their culture without explicit instruction. This is known as enculturation. The process of musical enculturation is not well understood, but researchers have hypothesized that some form of statistical learning similar to that which influences language acquisition may underlie musical enculturation as well. We propose a “cultural distance hypothesis” that posits predictable expectation and memory responses for out-of-culture music based on a statistical comparison of that music with the listener’s first music. The hypothesis is based on work in computer modeling of melodic expectancy as well as our own work in cross-cultural music understanding. We propose a series of studies to critically test the hypothesis and discuss implications for other domains of cultural neuroscience.
Steven M. Demorest received his undergraduate degree from Luther College, a master's degree in choral conducting from Westminster Choir College, and a Ph.D. in curriculum and instruction from the University of Wisconsin-Madison. He is the Ruth Sutton Waters Endowed Professor of Music at the University of Washington, where he conducts the University of Washington Men's Glee Club and teaches graduate and undergraduate courses in choral music education, psychology of music, and the cognitive neuroscience of music. His research on enculturation effects in music cognition, neuroimaging studies exploring cross-cultural music listening, sightsinging instruction, and singing accuracy can be found in journals from the music education, psychology, and neuroscience fields. He is the author of Building ChoralExcellence: Teaching Sight-singing in the Choral Rehearsal, published by Oxford University Press. In 2007 he received the Weston H. Noble award for outstanding contributions to choral music from Luther College.
Steven J. Morrison completed his undergraduate study in music education at Northwestern University and subsequently received a master of music degree at the University of Wisconsin-Madison and a doctorate of philosophy at Louisiana State University. He is professor of music and chair of music education at the University of Washington as well as director of the university's Symphonic Band. In addition to his teaching area of instrumental music education, his published research addresses neurological responses to music listening, cultural variables in music perception and cognition, integration of aural and visual information in performance evaluation, and use of expressive gesture and modeling in ensemble instruction. He is associate editor of the Journal of Research in Music Education and recently was a visiting fellow at the Centre for Research in the Arts, Social Sciences and Humanities at the University of Cambridge.
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