Eugenia Costa-Giomi
Biographic Data
| ID | 5872358 |
|---|---|
| NAME | Eugenia Costa-Giomi |
| GIVEN NAMES | Eugenia |
| FAMILY NAME | Costa-Giomi |
| SIGNATURE | COSTA-GIOMI E |
| AFFILIATIONS | McGill University |
| ORCID | 0000-0001-8184-8713 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 22 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1994 |
| LATEST PUBLICATION YEAR | 2019 |
| H-INDEX | 3 |
Infant Vocal Imitation of Music
Infant vocal production has been studied mainly from the perspective of language development. We studied it from the perspective of singing development by analyzing a 15-month-old’s imitations of songs. The infant wore a recording device that yielded a continuous, 16-hr audio recording of all the sounds produced by him and around him throughout the day. We listened to the audio file and identified instances in which his unprompted vocalizations r…
Through a baby’s ears
We studied how the members of a family with three young children made and shared music with each other and the ways in which musical interactions supported their sense of community. We collected data by recording the soundscape of the family from the vantage point of 15-month-old Travis continuously for almost twelve hours per day for two days. The results of this case study based on behavioural data gathered in the family home show the effective…
Infants’ Preferential Attention to Sung and Spoken Stimuli
Caregivers and early childhood teachers all over the world use singing and speech to elicit and maintain infants’ attention. Research comparing infants’ preferential attention to music and speech is inconclusive regarding their responses to these two types of auditory stimuli, with one study showing a music bias and another one indicating no differential attention. The purpose of this investigation was to study 11-month-old infants’ preferential …
Introduction to the 2012 Senior Researcher Award Acceptance Address
Piano Lessons of Beginning Students Who Persist or Drop out
Eugenia Costa-Giomi, Patricia J. Flowers, Wakaha Sasaki, Piano Lessons of Beginning Students Who Persist or Drop out: Teacher Behavior, Student Behavior, and Lesson Progress, Journal of Research in Music Education, Vol. 53, No. 3 (Autumn, 2005), pp. 234-247
Piano Lessons of Beginning Students Who Persist or Drop Out
The purpose of this study was to identify behavioral differences between children who dropped out of piano lessons and those who continued for 3 years. Two videotaped first-year lessons of 14 pairs of piano students were systematically observed to record the duration or frequency of occurrence of selected student and teacher behaviors. Students in each pair took lessons with the same teacher and had comparable initial levels of pianistic ability …
Attractiveness Bias in the Evaluation of Young Pianists' Performances
We investigated how the attractiveness bias that influences the judgment of a variety of characteristics and behaviors in infants, children, and adults affects the evaluation of young pianists' performances. The assumption was that both the visual and the audio components of a videotaped musical performance influence the viewers perception of performance quality. We asked children, musicians, and nonmusicians (n = 75) to rate the quality of 10 pi…
The Effects of Three Years of Piano Instruction on Children's Cognitive Development
The relationship between music and cognitive abilities was studied by observing the cognitive development of children provided ( n = 63) and not provided ( n = 54) with individual piano lessons from fourth to sixth grade. There were no differences in cognitive abilities, musical abilities, motor proficiency, self-esteem, academic achievement, or interest in studying piano between the two groups of children at the beginning of the study. It was fo…
Pitch Labels with Single and Multiple Meanings
It has been suggested that English-speaking children have difficulty labeling pitch because of the multiple connotations of the terms “high” and “low.” In this study, we examined whether the use of single or multiple-meaning labels affects young children's identification of pitch changes. French-speaking children received instruction on the use of the single-meaning terms aigu and grave (which as a pair of opposite terms is only used to label hig…
Recognition of Chord Changes by 4- and 5-Year-Old American and Argentine Children
The purpose of the study was to investigate young children's abilities to discriminate between two chords played as the accompaniment of a melody and played alone with no melody. After receiving brief training in harmonic discrimination, 167 children ages 4 and 5 from four preschools were tested in their ability to discriminate between the chords “I” and “V6/5” in the song “En la Torre de una Iglesia” or between the chords “i” and “VII” in “Drunk…
The Effects of Three Years of Piano Instruction on Children's Cognitive Development
The relationship between music and cognitive abilities was studied by observing the cognitive development of children provided ( n = 63) and not provided ( n = 54) with individual piano lessons from fourth to sixth grade. There were no differences in cognitive abilities, musical abilities, motor proficiency, self-esteem, academic achievement, or interest in studying piano between the two groups of children at the beginning of the study. It was fo…
Piano Lessons of Beginning Students Who Persist or Drop Out
The purpose of this study was to identify behavioral differences between children who dropped out of piano lessons and those who continued for 3 years. Two videotaped first-year lessons of 14 pairs of piano students were systematically observed to record the duration or frequency of occurrence of selected student and teacher behaviors. Students in each pair took lessons with the same teacher and had comparable initial levels of pianistic ability …
Attractiveness Bias in the Evaluation of Young Pianists' Performances
We investigated how the attractiveness bias that influences the judgment of a variety of characteristics and behaviors in infants, children, and adults affects the evaluation of young pianists' performances. The assumption was that both the visual and the audio components of a videotaped musical performance influence the viewers perception of performance quality. We asked children, musicians, and nonmusicians (n = 75) to rate the quality of 10 pi…
Recognition of Chord Changes by 4- and 5-Year-Old American and Argentine Children
The purpose of the study was to investigate young children's abilities to discriminate between two chords played as the accompaniment of a melody and played alone with no melody. After receiving brief training in harmonic discrimination, 167 children ages 4 and 5 from four preschools were tested in their ability to discriminate between the chords “I” and “V6/5” in the song “En la Torre de una Iglesia” or between the chords “i” and “VII” in “Drunk…
Infant Vocal Imitation of Music
Infant vocal production has been studied mainly from the perspective of language development. We studied it from the perspective of singing development by analyzing a 15-month-old’s imitations of songs. The infant wore a recording device that yielded a continuous, 16-hr audio recording of all the sounds produced by him and around him throughout the day. We listened to the audio file and identified instances in which his unprompted vocalizations r…
Infants’ Preferential Attention to Sung and Spoken Stimuli
Caregivers and early childhood teachers all over the world use singing and speech to elicit and maintain infants’ attention. Research comparing infants’ preferential attention to music and speech is inconclusive regarding their responses to these two types of auditory stimuli, with one study showing a music bias and another one indicating no differential attention. The purpose of this investigation was to study 11-month-old infants’ preferential …
Pitch Labels with Single and Multiple Meanings
It has been suggested that English-speaking children have difficulty labeling pitch because of the multiple connotations of the terms “high” and “low.” In this study, we examined whether the use of single or multiple-meaning labels affects young children's identification of pitch changes. French-speaking children received instruction on the use of the single-meaning terms aigu and grave (which as a pair of opposite terms is only used to label hig…
Recognition of Chord Changes by 4- and 5-Year-Old American and Argentine Children
The purpose of the study was to investigate young children's abilities to discriminate between two chords played as the accompaniment of a melody and played alone with no melody. After receiving brief training in harmonic discrimination, 167 children ages 4 and 5 from four preschools were tested in their ability to discriminate between the chords “I” and “V6/5” in the song “En la Torre de una Iglesia” or between the chords “i” and “VII” in “Drunk…
Pitch Labels with Single and Multiple Meanings
It has been suggested that English-speaking children have difficulty labeling pitch because of the multiple connotations of the terms “high” and “low.” In this study, we examined whether the use of single or multiple-meaning labels affects young children's identification of pitch changes. French-speaking children received instruction on the use of the single-meaning terms aigu and grave (which as a pair of opposite terms is only used to label hig…
The Effects of Three Years of Piano Instruction on Children's Cognitive Development
The relationship between music and cognitive abilities was studied by observing the cognitive development of children provided ( n = 63) and not provided ( n = 54) with individual piano lessons from fourth to sixth grade. There were no differences in cognitive abilities, musical abilities, motor proficiency, self-esteem, academic achievement, or interest in studying piano between the two groups of children at the beginning of the study. It was fo…
Attractiveness Bias in the Evaluation of Young Pianists' Performances
We investigated how the attractiveness bias that influences the judgment of a variety of characteristics and behaviors in infants, children, and adults affects the evaluation of young pianists' performances. The assumption was that both the visual and the audio components of a videotaped musical performance influence the viewers perception of performance quality. We asked children, musicians, and nonmusicians (n = 75) to rate the quality of 10 pi…
Piano Lessons of Beginning Students Who Persist or Drop out
Eugenia Costa-Giomi, Patricia J. Flowers, Wakaha Sasaki, Piano Lessons of Beginning Students Who Persist or Drop out: Teacher Behavior, Student Behavior, and Lesson Progress, Journal of Research in Music Education, Vol. 53, No. 3 (Autumn, 2005), pp. 234-247
Piano Lessons of Beginning Students Who Persist or Drop Out
The purpose of this study was to identify behavioral differences between children who dropped out of piano lessons and those who continued for 3 years. Two videotaped first-year lessons of 14 pairs of piano students were systematically observed to record the duration or frequency of occurrence of selected student and teacher behaviors. Students in each pair took lessons with the same teacher and had comparable initial levels of pianistic ability …
Introduction to the 2012 Senior Researcher Award Acceptance Address
Infants’ Preferential Attention to Sung and Spoken Stimuli
Caregivers and early childhood teachers all over the world use singing and speech to elicit and maintain infants’ attention. Research comparing infants’ preferential attention to music and speech is inconclusive regarding their responses to these two types of auditory stimuli, with one study showing a music bias and another one indicating no differential attention. The purpose of this investigation was to study 11-month-old infants’ preferential …
Through a baby’s ears
We studied how the members of a family with three young children made and shared music with each other and the ways in which musical interactions supported their sense of community. We collected data by recording the soundscape of the family from the vantage point of 15-month-old Travis continuously for almost twelve hours per day for two days. The results of this case study based on behavioural data gathered in the family home show the effective…
Infant Vocal Imitation of Music
Infant vocal production has been studied mainly from the perspective of language development. We studied it from the perspective of singing development by analyzing a 15-month-old’s imitations of songs. The infant wore a recording device that yielded a continuous, 16-hr audio recording of all the sounds produced by him and around him throughout the day. We listened to the audio file and identified instances in which his unprompted vocalizations r…
Psychology (10 works) · Acoustics (5 works) · Developmental psychology (5 works) · Neuroscience and Music Perception (5 works) · Diverse Music Education Insights (4 works) · Piano (4 works) · Audiology (3 works) · Computer Science (3 works) · Medicine (3 works) · Perception (3 works)