In this assignment, you’ll need to focus on music and infants topic that’s related to Music Psychology,and the main paragraphs requires to critically analyze THREE research paper that has been published within the specific topic that you have chosen. Based on the literature I’ve sent you, the topic is music and infants. It is best to chose your THREE research that contents the same investigation or similar research questions, this can better help analyzing and comparing the researcher’s methods. (If the literature I provided is not enough, it’s okey to find others) Our tutor mentioned that the first paragraph should be a brief background introduction on Music Psychology specifically on the topic you’ve chosen. And it’s considered “EXCELLENCE” to mention an authoritative source-a research that has direct connections with the THREE research paper you chose. Briefly explained what this authority has published. The important thing is that the FIRST author in the introduction part CANNOT be the authors that’s in the THREE research paper you chose in later analysis paragraphs. If there’s any questions, please let me know and it’s in our both interests to prevent anything that will cost our time and energy. There’s the list of not permitted articles in case you found it on your own and wanted to use it like a source. Do not use any of the articles that have been analysed in the sample assignments or those that have been covered in class and on Perusall. The following is a complete list of articles that cannot be used in your assignment. Brain Jeffries, K. J., Fritz, J. B. & Braun, A. R. (2003). Words in melody: an H215O PET study of brain activation during singing and speaking. NeuroReport, 14(5), 749. McKinney, C. H., Tims, F. C., Kumar, A. M., & Kumar, M. (1997). The Effect of Selected Classical Music and Spontaneous Imagery on Plasma β-Endorphin. Journal of Behavioral Medicine, 20(1), 85–99. Infants Corbeil, M., Trehub, S. E., & Peretz, I. (2013). Speech vs. singing: Infants choose happier sounds. Frontiers in Psychology, 4, 372. Merrett, D., Peretz, I., & Wilson, S. J. (2014). Neurobiological, cognitive and emotional mechanisms in melodic intonation therapy. Frontiers in Human Neuroscience, 8, 401. doi:10.3389/fnhum.2014.00401 Emotion Salimpoor, V. N., Benovoy, M., Longo, G., Cooperstock, J. R., & Zatorre, R. J. (2009). The rewarding aspects of music listening are related to degree of emotional arousal. PloS one, 4(10), e7487. doi: 10.1371/journal.pone.0007487 Juslin, P. N., Liljeström, S., Västfjäll, D., Barradas, G., & Silva, A. (2008). An experience sampling study of emotional reactions to music: listener, music, and situation. Emotion, 8(5), 668. Adolescents Sharman, L. & Dingle, G. A. (2015). Extreme metal music and anger processing. Frontiers in Human Neuroscience, 9, doi: 10.3389/fnhum.2015.00272 School Osborne, M. S., McPherson, G. E., Faulkner, R., Davidson, J. W., & Barrett, M. S. (2016). Exploring the academic and psychosocial impact of El Sistema-inspired music programs within two low socio-economic schools. Music Education Research, 18(2), 156-175. (FROM SAMPLE ASSIGNMENT) Hallam, S. (2019). Can a rhythmic intervention support reading development in poor readers? Psychology of Music, 47(5), 722-735. doi:10.1177/0305735618771491 Long, M. (2014). ‘I can read further and there’s more meaning while I read’: An exploratory study investigating the impact of a rhythm-based music intervention on children’s reading. Research Studies in Music Education, 36(1), 107-124. doi:10.1177/1321103X14528453 Rickard, N., Appelman, P., James, R., Murphy, F., Gill, A., & Bambrick, C. (2012). Orchestrating life skills: the effect of increased school-based music classes on children’s social competence and self-esteem. International Journal of Music Education, 31(3), 292-309. doi:10.1177/0255761411434824 Consumption Beer, A., & Greitemeyer, T. (2019). The effects of background music on tipping behavior in a restaurant: A field study. Psychology of Music, 47(3), 444-450. doi: 10.1177/0305735618755887 North, A. C., Sheridan, L. P., & Areni, C. S. (2016). Music congruity effects on product memory, perception, and choice. Journal of Retailing, 92, 1, 83-95. Performance Kokotsaki, D., & Davidson, J.W. (2003). Investigating musical performance anxiety among music college singing students: A quantitative analysis. Music Education Research, 5 (1), 45-59. (FROM SAMPLE ASSIGNMENT) Cox, W., & Kenardy, J. (1993). Performance anxiety, social phobia, and setting effects in instrumental music students. Journal of Anxiety Disorders, 7(1), 49-60. Tarrant, R. A. & Leathem, J.M. (2007). A CBT-based therapy for music performance anxiety. In Einstein, D. A. Innovations and advances in cognitive behaviour therapy (pp. 3-9). Australian Academic Press. Casanova, O., Zarza, F. J., & Orejudo, S. (2018). Differences in performance anxiety levels among advanced conservatory students in Spain, according to type of instrument and academic year of enrolment. Music Education Research, 20(3), 377–389. doi: 10.1080/14613808.2018.1433145 Older People van der Steen, J. T., Smaling, H. J., van der Wouden, J. C., Bruinsma, M. S., Scholten, R. J., & Vink, A. C. (2018). Music‐based therapeutic interventions for people with dementia. Cochrane Database of Systematic Reviews, (7). doi: 10.1002/14651858.CD003477.pub4 Memory El Haj M, Fasotti L, & Allain P. (2012). The involuntary nature of music-evoked autobiographical memories in Alzheimer’s disease. Consciousness and Cognition. 21(1), 238-246.