"i like reggae and Bob Marley is already dead": An empirical study on music-related argumentation

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"i like reggae and Bob Marley is already dead": An empirical study on music-related argumentation. / Knörzer, Lisa; Stark, Robin; Park, Babette et al.
in: Psychology of Music, Jahrgang 44, Nr. 5, 01.09.2016, S. 1158-1174.

Publikation: Beiträge in ZeitschriftenZeitschriftenaufsätzeForschungbegutachtet

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Knörzer L, Stark R, Park B, Rolle C. "i like reggae and Bob Marley is already dead": An empirical study on music-related argumentation. Psychology of Music. 2016 Sep 1;44(5):1158-1174. doi: 10.1177/0305735615614095

Bibtex

@article{60d6b0787dfa4cd5884ff71a3c94b106,
title = "{"}i like reggae and Bob Marley is already dead{"}: An empirical study on music-related argumentation",
abstract = "This study investigates music-related argumentation in different music genres (rock/pop versus classical music) applying a mixed-methods design with three groups (referred to as novices, semi-experts and experts). Participants were asked to compare two versions of a musical piece and justify their preference in individually written argumentation. Arguments were coded by applying a category system with four main categories, namely, attributes of the musical piece, subjective dimensions, context-specific background knowledge and media-related dimensions. Results of quantitative analyses showed that experts formulated longer arguments, referring to more different categories and mentioning more aspects within these categories. Further, a larger proportion of the experts' arguments referred to context-specific background knowledge and attributes of the musical piece, whereas semi-experts' and novices' argumentation consisted to a larger extent of subjective dimensions. For all analyses, there were no differences concerning the two different music genres. A discriminant analysis showed that the participants' ascribed level of expertise was correctly predicted on the basis of their argumentation in 97.3% of the cases. Therefore, the category system provides an effective instrument for representing and evaluating music-related argumentation. Our findings illustrate quantitative and qualitative differences between arguments and build a starting point for developing innovative intervention approaches for fostering music-related argumentation.",
keywords = "category system, expertise, genre, mixed methods, music-related argumentation, Educational science",
author = "Lisa Kn{\"o}rzer and Robin Stark and Babette Park and Christian Rolle",
year = "2016",
month = sep,
day = "1",
doi = "10.1177/0305735615614095",
language = "English",
volume = "44",
pages = "1158--1174",
journal = "Psychology of Music",
issn = "0305-7356",
publisher = "SAGE Publications Inc.",
number = "5",

}

RIS

TY - JOUR

T1 - "i like reggae and Bob Marley is already dead"

T2 - An empirical study on music-related argumentation

AU - Knörzer, Lisa

AU - Stark, Robin

AU - Park, Babette

AU - Rolle, Christian

PY - 2016/9/1

Y1 - 2016/9/1

N2 - This study investigates music-related argumentation in different music genres (rock/pop versus classical music) applying a mixed-methods design with three groups (referred to as novices, semi-experts and experts). Participants were asked to compare two versions of a musical piece and justify their preference in individually written argumentation. Arguments were coded by applying a category system with four main categories, namely, attributes of the musical piece, subjective dimensions, context-specific background knowledge and media-related dimensions. Results of quantitative analyses showed that experts formulated longer arguments, referring to more different categories and mentioning more aspects within these categories. Further, a larger proportion of the experts' arguments referred to context-specific background knowledge and attributes of the musical piece, whereas semi-experts' and novices' argumentation consisted to a larger extent of subjective dimensions. For all analyses, there were no differences concerning the two different music genres. A discriminant analysis showed that the participants' ascribed level of expertise was correctly predicted on the basis of their argumentation in 97.3% of the cases. Therefore, the category system provides an effective instrument for representing and evaluating music-related argumentation. Our findings illustrate quantitative and qualitative differences between arguments and build a starting point for developing innovative intervention approaches for fostering music-related argumentation.

AB - This study investigates music-related argumentation in different music genres (rock/pop versus classical music) applying a mixed-methods design with three groups (referred to as novices, semi-experts and experts). Participants were asked to compare two versions of a musical piece and justify their preference in individually written argumentation. Arguments were coded by applying a category system with four main categories, namely, attributes of the musical piece, subjective dimensions, context-specific background knowledge and media-related dimensions. Results of quantitative analyses showed that experts formulated longer arguments, referring to more different categories and mentioning more aspects within these categories. Further, a larger proportion of the experts' arguments referred to context-specific background knowledge and attributes of the musical piece, whereas semi-experts' and novices' argumentation consisted to a larger extent of subjective dimensions. For all analyses, there were no differences concerning the two different music genres. A discriminant analysis showed that the participants' ascribed level of expertise was correctly predicted on the basis of their argumentation in 97.3% of the cases. Therefore, the category system provides an effective instrument for representing and evaluating music-related argumentation. Our findings illustrate quantitative and qualitative differences between arguments and build a starting point for developing innovative intervention approaches for fostering music-related argumentation.

KW - category system

KW - expertise

KW - genre

KW - mixed methods

KW - music-related argumentation

KW - Educational science

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U2 - 10.1177/0305735615614095

DO - 10.1177/0305735615614095

M3 - Journal articles

AN - SCOPUS:84982175035

VL - 44

SP - 1158

EP - 1174

JO - Psychology of Music

JF - Psychology of Music

SN - 0305-7356

IS - 5

ER -

DOI