Grade/Age Levels and The Reinforcement Value of the Collative Properties of Music

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Abstract
The objective of this investigation was to determine whether complex or redundant music conditions as found in form, dynamics, rhythm, and multiple combination of elements have different reinforcement values at developmentally crucial grade and age levels. Sixty-four subjects from second, third, fifth, and sixth grade classrooms participated in the study. Two measurements were obtained for each subject: (1) the number of seconds spent attending to complexity and redundancy as found in each of the four music components; and (2) choice frequencies between complexity and redundancy in each of the music components. Both measurements employed the same music stimuli-appropriately manipulated tone row music. The results indicated that second and third graders listened to more of the complex and redundant music conditions than fifth and sixth graders. No differences were apparent either in complexity and redundancy conditions or between any grades in choice.