Early childhood music education and predisposition to absolute pitch: teasing apart genes and environment.-猫眼课题宝

DOI：

10.1002/1096-8628(20010122)98:3

发表时间：

2001-01

期刊：

American journal of medical genetics

影响因子：

通讯作者：

中科院分区：

其他

文献类型：

作者：

P. Gregersen;Elena Kowalsky;Nina Kohn;E. Marvin

12年前，Pro®ta和Bidder[1988]在这本杂志上报告了第一个关于罕见认知表型家族聚集的证据，这种罕见的认知表型通常被称为“完美音高”，也被称为“绝对音高”。自该报告以来，几项研究[Baharloo等人，1998；Gregersen等人，1999]提供了遗传和环境影响导致绝对音调(AP)发展的证据。绝对音高是少数专业和业余音乐家拥有的一种相对不常见的认知能力，其特征是识别音高名称或回忆特定音高的能力，而不需要参考音高；这通常是以相对轻松和瞬时的方式完成的(Ward and Burns，1982；Gregersen，1998)。AP在普通人群中的流行情况尚不清楚，因为除非他们至少接受过最低限度的音乐教育，否则无法确定他们是否患有AP。在专业水平的音乐学校的学生或主要交响乐团的人员中，AP的患病率在10%±15%的范围内[Baharloo等人，1998年；Gregersen等人，1999年]。这与之前报告的业余音乐学生中1/1500的流行率形成了鲜明对比[Pro®ta和Bidder，1988]。人们普遍认为，7岁以前的正规音乐训练史容易患上AP；然而，对大多数人来说，这样的训练既不必要也不必要。如上所述，AP发生了实质性的家族聚集，尽管尚不清楚这在多大程度上影响了遗传因素[Baharloo等人，1998年；Gregersen等人，1999年]。我们报道了对美国13所教育机构之一的1067名参加音乐理论课的音乐学生进行的调查结果。除了有关AP能力和家族史的问题外，我们还试图确定这些学生在7岁之前接受的音乐培训的性质。一些类型的幼儿教育是为了发展AP能力而设计的。这些方法包括雅马哈教学法、皇家学院教学法和其他被称为“固定的do”的方法。“固定do”教学法明确地将solfege音节(do-re-mi等)联系在一起。对于特定的标准音高：例如，‘do’总是C，‘sol’总是G。其他类型的训练更适合于整体音乐性的发展，强调相对音高能力的发展，对于绝对音调识别的训练即使有尝试也是最少的。这些方法包括铃木方法和其他“可移动的DO”技术。“可移动的do”教学法将音节与键内的标量函数联系起来，从而使“do”可以与不同的音高相关联，这取决于用于训练练习的键。器乐课程一般不强调绝对的音高能力，我们也没有把它们归类为‘’AXD DO‘’教学法的一部分，当然，在大多数乐器上的练习确实加强了特定音符名称与特殊音高的联系。我们还询问了接触音乐的其他形式，例如父母或兄弟姐妹在家中学习或教授音乐。受访者被特别要求指出他们在7岁之前接触过这些类型的音乐。在这一人群中，AP的总体发生率为12.2%。与我们以前报道的结果相似[Gregersen et al.，1999]，与高加索学生(75/834；9.0%)相比，亚洲学生的AP发生率(42/80；47.5%)显著增加。亚裔中，日本人(26%)、朝鲜人(37%)和中国人(65%)的患病率相对较高。这种差异的一个可能解释可能是，亚洲学生更频繁地接触儿童早期的音乐。然而，这两个民族之间没有显著的差异，80%的亚洲人和71%的高加索人报告说他们早年接触过至少某种类型的音乐(P(0.09))。然而，当比较儿童早期音乐训练的类型时，与高加索人相比，亚洲人明显更有可能接受基于“xDO”技术的早期训练(29%比6.0%，P(0.001))。我们还使用不同类型的儿童早期音乐培训进行了Logistic回归*通信：Peter K.Gregersen，医学博士，生物学和人类遗传科，北岸大学医院，350社区路，曼哈塞特，NY 11030。电子邮件：peterg@nshs.edu

Twelve years ago in this journal, Pro®ta and Bidder [1988] reported the ®rst evidence for familial aggregation of a rare cognitive phenotype known commonly as ``perfect pitch'', also designated ``absolute pitch.'' Since that report, several studies [Baharloo et al., 1998; Gregersen et al., 1999] provided evidence for genetic and environmental effects in predisposing to the development of absolute pitch (AP). Absolute pitch is a relatively uncommon cognitive ability possessed by a minority of professional and amateur musicians, characterized by their ability to identify pitch names, or to recall speci®c pitches, without bene®t of a reference pitch; this is usually accomplished in a relatively effortless and instantaneous fashion [Ward and Burns, 1982; Gregersen, 1998]. The prevalence of AP in the general population is unknown because it cannot be ascertained in subjects unless they possess at least a minimum amount of musical education. The prevalence of AP in populations of students in professional level music schools or in the personnel of major orchestras is in the range of 10±15% [Baharloo et al., 1998; Gregersen et al., 1999]. This is in contrast to the prevalence estimate of 1/1,500 in amateur music students reported previously [Pro®ta and Bidder, 1988]. A history of formal musical training before age 7 is widely acknowledged to predispose to AP; however, such training is neither necessary nor suf®cient in most persons. As noted above, substantial familial aggregation of AP occurs, although it is unclear to what degree this re ̄ects genetic factors [Baharloo et al., 1998; Gregersen et al., 1999]. We report the results of a survey of 1067 music students who were enrolled in music theory classes in one of 13 educational institutions in the United States. In addition to questions concerning AP ability and family history, we attempted to establish the nature of the musical training that these students received before the age of 7. Some types of early childhood education are designed with the express purpose of developing AP ability. These include the Yamaha method, the Royal College method, and other methods termed ``®xed do.'' ``Fixed do'' pedagogy expressly associates solfeÂge syllables (do-re-mi, etc.) with particular standard pitches: for example ``do'' is always C, ``sol'' is always G. Other types of training are more geared to the development of overall musicality, and emphasize the development of relative pitch ability, with minimal if any attempt to train for absolute pitch recognition. These include the Suzuki method, and other ``moveable do'' techniques. ``Moveable do'' pedagogy associates solfeÂge syllables with a scalar function within a key, so that ``do'' can associate with different pitches, depending on the key being utilized for the training exercise. Instrumental music lessons generally place no emphasis on absolute pitch ability, and we did not categorize them as part of ``®xed do'' pedagogy, although of course, practice on most instruments does reinforce the association of particular note names with speci®c pitches. We also asked about other forms of exposure to music, such as the presence of a parent or sib who either studied or taught music in the home. Respondents were speci®cally asked to indicate which of these types of exposure to music they had received before the age of 7. The overall rate of AP in this population was 12.2%. Similar to results we reported previously [Gregersen et al., 1999], there was a markedly increased rate of AP among Asian students (42/80; 47.5%) compared with Caucasian students (75/834; 9.0%). The relatively higher rate in Asians was present among all the major ethnic subgroups Japanese (26% AP), Korean (37% AP) and Chinese (65% AP). One possible explanation for this difference might be that early childhood music exposure is more frequent in Asian students. There was no signi®cant difference, however, between these two ethnic groups, with 80% of Asians and 71% of Caucasians reporting early music exposure of at least some type (P0.09). When the type of early childhood music training was compared, however, Asians were signi®cantly more likely to have been exposed to early training based on ``®xed do'' techniques compared with Caucasians (29% vs. 6.0%, P0.001). We also performed a logistic regression using different types of early childhood music training among *Correspondence to: Peter K. Gregersen, M.D., Division of Biology and Human Genetics, North Shore University Hospital, 350 Community Drive, Manhasset, NY 11030. E-mail: peterg@nshs.edu

Early childhood music education and predisposition to absolute pitch: teasing apart genes and environment.

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