@proceedings {2022,
	title = {Comparing Musicians and Non-musicians{\textquoteright} Expectations in Music and Vision},
	year = {2022},
	month = {09/2022},
	pages = {1-8},
	publisher = {ACM},
	address = {Austria and online},
	abstract = {The role of expectation in music has been of research interest for decades. Expectation mechanisms have also received considerable attention in vision, due in part to the widespread interest in predictive coding. Past research has uncovered different types of expectations that may be formed when exposed to a sequential stimulus, such as schematic expectation (based on general knowledge) and dynamic expectation (based on properties within the current stimulus). Yet to our knowledge, a direct comparison of the relative contribution of these types of expectation has not been performed within the same subjects through careful manipulation of stimuli, nor has this comparison been made across the musical and visual domains. This listener study aims to uncover the relative influence of dynamic and schematic expectations in musical and visual stimuli, and investigate the role of expertise in forming expectations by testin g both musicians and non-musicians. Our findings suggest that musicians are indeed more sensitive than non-musicians to the dynamic and schematic properties of musical stimuli, and they generally produce a wider range of expectedness ratings than non-musicians. Interestingly, musicians also interpret schematic information in the visual condition differently than non-musicians, suggesting that musical training may have influenced their expectation mechanisms more generally.},
	keywords = {cross-modal comparison, Expectation, music, musician vs non-musician, vision},
	author = {Kat R Agres and Ting Yuan Tay and Marcus Pearce}
}
@proceedings {2022,
	title = {Engaging deeply with cognitive science in a conservatory of music: Using student-centered learning to enhance learning outcomes in music students},
	year = {2022},
	month = {07/2022},
	pages = {1-15},
	abstract = {Concepts from cognitive science (CS), including music psychology and performance science, are rarely taught to conservatory students, even though these topics are likely useful for their practice and performance of music. This study examines the effectiveness of student-centered learning (SCL) and project-based learning (PBL) methods for teaching CS to undergraduate conservatory students in a module on The Psychology of Music Performance. The results gleaned from student assignments and feedback show that the module activities, especially the SCL and PBL components, were largely successful in deeply engaging the students, resulting in knowledge acquisition as well as critical thinking. The findings suggest that a well-balanced teaching approach incorporating elements of SCL and PBL is capable of instilling both breadth and depth of learning of relevant CS findings in the music conservatory context.},
	keywords = {cognitive science, ISME conference, music education},
	author = {Kat R Agres and Natasha Ureyang}
}
@proceedings {2022,
	title = {Improving Students{\textquoteright} Practice and Performance of Music by Incorporating Cognitive Science into Conservatory Curricula},
	year = {2022},
	month = {07/2022},
	pages = {1-13},
	abstract = {Relatively few music educators integrate relevant research findings from the field of cognitive science into their classroom teaching, despite the many benefits that engaging with this area can have for the practice and performance of music. In this paper, we examine a new module that aimed to teach cognitive and performance science to conservatory students. The findings from our study suggest that the module helped students practice more efficiently, tackle challenges during practice sessions, approach practice more analytically, discover mind-body connections, and perform more confidently. Further, the module fostered a sense of community among the students. The successes of this module provide a strong case for the benefits of incorporating cognitive science into the curriculum of higher music education.},
	keywords = {cognitive science, ISME conference, music education},
	author = {Kat R Agres and Natasha Ureyang}
}
