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Developmental and Cognitive Psychology Hunter, P.G., Schellenberg, E.G., & Schimmack, U. (in
press). Feelings and perceptions of happiness and sadness induced by
music: Similarities, differences, and mixed emotions. Psychology of Aesthetics, Creativity, and
the Arts. Schellenberg, E.G. (in press). Music lessons, intellectual
abilities, and social skills: Conclusions and confusions. In
Bundesministerium für Bildung und Forschung (Ed.), Pauken mit Trompeten? Lassen sich
Lernstrategien, Lernmotivation und soziale Kompetenzen durch
Musikunterricht fördern? [Drilling
with Trumpets? Is it possible to enhance learning strategies, learning
motivation and social competence with music lessons?] Berlin:
Bundesministerium für Bildung und Forschung. Schellenberg, E.G. (2009). Music training and nonmusical
abilities: Commentary on Stoesz, Jakobson, Kilgour, and Lewycky (2007)
and Jakobson, Lewycky, Kilgour, and Stoesz (2008). Music Perception, 27, 139-143.
(click here for PDF) Schellenberg, E.G., & Moreno, S. (2009). Music
lessons, pitch processing, and g.
Psychology of Music.
(click here for PDF) Vongpaisal, T., Trehub, S.E., & Schellenberg, E.G. (2009).
Identification of TV tunes by children with cochlear implants. Music Perception, 27, 17-24. (click
here for PDF) Hopyan, T., Schellenberg, E.G., & Dennis, M. (2009).
Perception of strong- and weak-meter rhythms in children with spina
bifida meningomyelocele. Journal of
the International Neuropsychological Society, 15, 521-528.
(click here for PDF) Schellenberg, E.G. (2008). Music lessons enhance IQ. Mensa Research Journal, 39(3),
35-39. [Reprinted from Schellenberg, E.G. (2004). Music lessons enhance
IQ. Psychological Science, 15,
511-514.] Schellenberg, E.G. (2008). The role of exposure in emotional
responses to music. Behavioral and
Brain Sciences, 31, 594-595. (click here for PDF) Stalinski. S.M., Schellenberg, E.G., & Trehub, S.E.
(2008). Developmental changes in the perception of pitch contour:
Distinguishing up from down. Journal
of the Acoustical Society of America, 124, 1759-1763. (click here for PDF) Trehub, S.E., Schellenberg, E.G., & Nakata, T. (2008).
Cross-cultural perspectives on pitch memory. Journal of Experimental Child Psychology,
100, 40-52. (click here
for PDF) Schellenberg, E.G., & Peretz, I. (2008). Music,
language, and cognition: Unresolved issues. Trends in Cognitive Sciences, 12,
45-46. (click here for PDF) Schellenberg, E.G., & Trehub, S.E. (2008). Is there an
Asian advantage for pitch memory? Music
Perception, 25, 241-252. (click here for PDF) Hannon, E.E., & Schellenberg, E.G. (2008). Frühe entwicklund von musik und sprache [Early development of music and speech]. In H.Bruhn, R. Kopiez, & A.C. Lehmann (Eds.), Musikpsychologie: Das neue handbuch [Psychology of music: The new handbook] (pp. 131-143). Reinbek bei Hamburg, Germany: Rowohlt Verlag. Schellenberg, E.G., Nakata, T., Hunter, P.G., & Tamoto, S. (2007). Exposure to music and cognitive performance: Tests of children and adults. Psychology of Music, 35, 5-19. (click here for PDF) Volkova, A., Trehub, S.E., & Schellenberg, E.G. (2006).
Infants' memory for musical performances. Developmental Science, 9,
583-589. (click here for PDF) Schellenberg, E.G. (2006). Exposure to music: The truth about the consequences. In G.E. McPherson (Ed.), The child as musician: A handbook of musical development (pp. 111-134). Oxford, UK: Oxford University Press. (click here for PDF) Schellenberg, E.G. (2006). Long-term positive associations between music lessons and IQ. Journal of Educational Psychology, 98, 457-468. (click here for PDF) Schellenberg, E.G. (2005/2006). Music lessons enhance IQ: A
reply to Black and Steele. Scientific Review of Mental Health
Practice, 4(2), 10-13. Schellenberg, E.G., & Hallam, S. (2005). Music listening and cognitive abilities in 10 and 11 year olds: The Blur effect. Annals of the New York Academy of Sciences, 1060, 202-209. (click here for PDF) Schellenberg, E.G. (2005). Music and cognitive abilities. Current Directions in Psychological Science, 14, 322-325. (click here for PDF) Schellenberg, E.G., Bigand, E., Poulin, B., Garnier, C., & Stevens. C. (2005). Children's implicit knowledge of harmony in Western music. Developmental Science, 8, 551-566. (click here for PDF) Nakata, T., Trehub, S.E., Mitani, C. , Kanda, Y., Shibasaki, A., & Schellenberg, E.G. (2005). Music recognition by Japanese children with cochlear implants. Journal of Physiological Anthropology and Applied Human Science, 24, 29-32. (click here for PDF) Schellenberg, E.G. (2004). Music lessons enhance IQ. Psychological Science, 15, 511-514. (click here for PDF) Vongpaisal, T., Trehub, S.E., Schellenberg, E.G., &
Papsin, B. (2004). Music recognition by children with cochlear
implants. International Congress Series, 1273, 193-196. (click here for PDF) Szpunar, K.K., Schellenberg, E.G., & Pliner, P. (2004). Liking and memory for musical stimuli as a function of exposure. Journal of Experimental Psychology: Learning, Memory, and Cognition, 30, 370-381. (click here for PDF) Thompson, W.F., Schellenberg, E.G., & Husain, G. (2004). Decoding speech prosody: Do music lessons help? Emotion, 4, 46-64. (click here for PDF) Thompson, W.F., Schellenberg, E.G., & Husain, G. (2003). Perceiving prosody in speech: Effects of music lessons. Annals of the New York Academy of Sciences, 999, 530-532. (click here for PDF) Schellenberg, E.G. (2003). Does exposure to music have beneficial side effects? In I. Peretz & R.J. Zatorre (Eds.), The cognitive neuroscience of music (pp. 430-448). Oxford, UK: Oxford University Press. Don, A.J., Schellenberg, E.G., Reber, A.S., DiGirolamo, K.M., & Wang, P.P. (2003). Implicit learning in children and adults with Williams Syndrome. Developmental Neuropsychology, 23, 201-225. (click here for PDF) Schellenberg, E.G., & Trehub, S.E. (2003). Accurate pitch memory is widespread. Psychological Science, 14, 262-266. (click here for stimulus samples) (click here for PDF) Schellenberg, E.G., Adachi, M., Purdy, K.T., & McKinnon, M.C. (2002). Expectancy in melody: Tests of children and adults. Journal of Experimental Psychology: General, 131, 511-537. (click here for PDF) Husain, G., Thompson, W.F., & Schellenberg, E.G. (2002). Effects of musical tempo and mode on arousal, mood, and spatial abilities. Music Perception, 20, 149-169. (click here for PDF) Thompson, W.F., & Schellenberg, E.G. (2002). Cognitive constraints on music listening. In R. Collwell & C. Richardson (Eds.), The new handbook of music teaching and learning (pp. 461-486). Oxford, UK: Oxford University Press. Schellenberg, E.G. (2001). Asymmetries in the discrimination of musical intervals: Going out-of-tune is more noticeable than going in-tune. Music Perception, 19, 223-248. (click here for PDF) Schellenberg, E.G. (2001). Music and nonmusical abilities. Annals of the New York Academy of Sciences, 930, 355-371. (click here for PDF) Thompson, W.F., Schellenberg, E.G., & Husain, G. (2001). Arousal, mood, and the Mozart effect. Psychological Science, 12, 248-251. (click here for PDF) Schellenberg, E.G., Krysciak, A., & Campbell, R.J. (2000). Perceiving emotion in melody: Effects of pitch and rhythm. Music Perception, 18, 155-172. Don, A.J., Schellenberg, E.G., & Rourke, B.P. (1999). Music and language skills of children with Williams syndrome. Child Neuropsychology, 5, 154-170. (click here for PDF) Nantais, K.M., & Schellenberg, E.G. (1999). The Mozart effect: An artifact of preference? Psychological Science, 10, 370-373. (click here for PDF) Schellenberg, E.G., Iverson, P., & McKinnon, M.C. (1999). Name that tune: Identifying popular recordings from brief excerpts. Psychonomic Bulletin & Review, 6, 641-646. (click here for PDF) Trehub, S.E., Schellenberg, E.G., & Kamenetsky, S.B. (1999). Infants' and adults' perception of scale structure. Journal of Experimental Psychology: Human Perception and Performance, 25, 965-975. (click here for PDF) Schellenberg, E.G., & Trehub, S.E. (1999). Culture-general and culture-specific factors in the discrimination of melodies. Journal of Experimental Child Psychology, 74, 107-127. (click here for PDF) Trehub, S.E., & Schellenberg, E.G. (1998). Cultural determinism is no better than biological determinism. Behavioral and Brain Sciences, 21, 427-428. McKinnon, M.C., & Schellenberg, E.G. (1997). A left-ear
advantage for forced-choice judgements of melodic contour. Canadian
Journal of Experimental Psychology, 51, 171-175. (click here for PDF) Schellenberg, E.G. (1997). Review of I. Deliège and J.A. Sloboda (Eds.), Musical beginnings: Origins and development of musical competence. Music Perception, 15, 223-227. Schellenberg, E.G. (1997). Simplifying the implication-realization model of melodic expectancy. Music Perception, 14, 295-318. Trehub, S.E., Schellenberg, E.G., & Hill, D.S. (1997). Music perception and cognition: A developmental perspective. In I. Deliège & J.A. Sloboda (Eds.), Music perception and cognition (pp. 121-162). Sussex, UK: Psychology Press. Schellenberg, E.G. (1996). Expectancy in melody: Tests of the implication-realization model. Cognition, 58, 75-125. (click here for PDF) Schellenberg, E.G., & Trainor, L.J. (1996). Sensory consonance and the perceptual similarity of complex-tone harmonic intervals: Tests of adult and infant listeners. Journal of the Acoustical Society of America, 100, 3321-3328. (click here for PDF) Schellenberg, E.G., & Trehub, S.E. (1996). Children's discrimination of melodic intervals. Developmental Psychology, 32, 1039-1050. (click here for PDF) Schellenberg, E.G., & Trehub, S.E. (1996). Natural intervals in music: A perspective from infant listeners. Psychological Science, 7, 272-277. (click here for PDF) Trehub, S.E., & Schellenberg, E.G. (1995). Music: Its relevance to infants. Annals of Child Development, 11, 1-24. Schellenberg, E.G., & Trehub, S.E. (1994). Frequency ratios and the perception of tone patterns. Psychonomic Bulletin & Review, 1, 191-201. Schellenberg, E.G., & Trehub, S.E. (1994). Frequency ratios and the discrimination of pure tone sequences. Perception & Psychophysics, 56, 472-478. Unyk, A.M., Trehub, S.E., Trainor, L.J., & Schellenberg,
E.G. (1992). Lullabies and simplicity: A cross-cultural perspective. Psychology
of Music, 20, 15-28. (click here
for PDF)
Social Psychology Mantler, J., Schellenberg, E.G., & Page, J.S. (2003). Attributions for serious illness: Are controllability, responsibility, and blame different constructs? Canadian Journal of Behavioural Science, 35, 142-152. (click here for PDF) Adam, B.D., Sears, A., & Schellenberg, E.G. (2001). Men who have sex with other men. In B.A. Jacobs (Ed.), Investigating deviance: An anthology (pp. 254-272). Los Angeles: Roxbury. Adam, B.D., Sears, A., & Schellenberg, E.G. (2000). Accounting for unsafe sex: Interviews with men who have sex with men. Journal of Sex Research , 37, 24-36. (click here for PDF) Schellenberg, E.G., Hirt, J., & Sears, A. (1999). Attitudes toward homosexuals among students at a Canadian university. Sex Roles, 40, 139-152. (click here for PDF) Keil, J.M., & Schellenberg, E.G. (1998). Compensating people with AIDS: A different perspective. Canadian Journal of Behavioural Science, 30, 82-90. (click here for PDF) Schellenberg, E.G., & Bem, S.L. (1998). Blaming people with AIDS: Who deserves to be sick? Journal of Applied Biobehavioral Research, 3, 65-80. Campbell, B., Schellenberg, E.G., & Senn, C.Y. (1997).
Evaluating measures of contemporary sexism. Psychology of Women
Quarterly, 21, 89-102. (click here for PDF) Schellenberg, E.G., Keil, J.M., & Bem, S.L. (1995).
"Innocent victims" of AIDS: Detecting the subtext. Journal of
Applied Social Psychology, 25, 1790-1800. (click here for PDF) Schellenberg, E.G., Wasylenki, D., Webster, C.D., &
Goering, P. (1992). A review of arrests among psychiatric patients. International
Journal of Law and Psychiatry, 15, 251-264. (click here for PDF) |
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