Test Questions for the Music Psychology Course with Answers

Guidelines for Working with the Music Psychology Test Questions

The test questions are designed for students to independently check how well they have mastered the theoretical and practical material
of the course, as presented in this instructional complex (UMKD).
Answer keys (correct answers) are provided for the test questions, which can be used to check your own answers.
The questions given in this part of the UMKD are presented as closed-form tests of varying difficulty. Each question requires selecting the correct answer option(s) from several proposed choices.

TEST No. 1.

1. Within which science did music psychology originate?

• A) aesthetics
• B) philosophy
• C) pedagogy *

2. Which Russian theorist made a major contribution to the psychology of musical perception?

• A) B.L. Yavorsky *
• B) V.V. Medushevsky *
• C) M.S. Kagan

3. Which Russian theorist wrote the work «Music Psychology»?

• A) V.I. Petrushin
• B) M.S. Kagan*
• C) L.N. Tolstoy

4. Which Russian theorist wrote the work «Musical Abilities»?

• A) V.I. Petrushin*
• B) M.S. Kagan
• C) B.M. Teplov

5. What is the correct name for the environment that must be created for a child to effectively engage with music?

• A) an artistic environment;*
• B) a subject-subject environment;
• C) a personality-oriented environment;
• D) a creative environment.

6. What function does the psychophysiological direction of music education perform?

• A) affects the cardiovascular, motor, respiratory, and central nervous systems;*
• B) relaxation, regulatory, and cathartic functions;
• C) creates opportunities for the child's self-realization, self-affirmation, and self-expression

7. What function does the psychotherapeutic and psychological direction of children's music education perform?

• A) affects the cardiovascular, motor, respiratory, and central nervous systems;
• B) relaxation, regulatory, and cathartic functions;*
• C) creates opportunities for the child's self-realization, self-affirmation, and self-expression

8. What function does the socio-pedagogical direction of children's music education perform?

• A) affects the cardiovascular, motor, respiratory, and central nervous systems;
• B) relaxation, regulatory, and cathartic functions;
• C) creates opportunities for the child's self-realization, self-affirmation, and self-expression*

9. What are the directions of music psychotherapy?

• A) correcting deviations in the psycho-emotional sphere, helping to overcome difficulties in socially adaptive behavior, activating creative processes, and increasing the child's artistic and aesthetic needs as a path to self-realization;*
• B) non-verbal reconstruction of a situation that is psychologically traumatic for the child, modeling their positive emotional state and mood, and overcoming their experiences, fears, and communication difficulties, etc.;
• C) harmonizing the personality by developing the capacity for self-knowledge and self-expression, which is linked to the productive nature of art and music;
• D) the sequential development of affect and the change of its psychological content: from the actualization of a negative manifestation, through emotional processing, to the formation of a positive experience associated with pleasure, satisfaction, and the child's interest in experimenting with forms of expression.

10. How is a music teacher's professional self-awareness manifested?

• A) in the ability to analyze one's own constructive, performing, communicative, organizational, and research activity, as well as the musical development of one's students;*
• B) in the design, implementation, and analysis of the music education process;
• C) as an act of the teacher's direct resolution of musical-pedagogical tasks;

11. What is the essence of musical-pedagogical thinking?

• A) in the ability to analyze one's own constructive, performing, communicative, organizational, and research activity, as well as the musical development of one's students;
• B) in the design, implementation, and analysis of the music education process;*
• C) as an act of the teacher's direct resolution of musical-pedagogical tasks;

12. How is musical-pedagogical intuition manifested?

• A) in the ability to analyze one's own constructive, performing, communicative, organizational, and research activity, as well as the musical development of one's students;
• B) in the design, implementation, and analysis of the music education process;
• C) as an act of the teacher's direct resolution of musical-pedagogical tasks;*

13. How is a music teacher's artistry manifested?

• A) in performing, communicative, and musical-organizational activity;*
• B) in the ability to substantiate one's own vision of the essence, organization, and conduct of the music education process;
• C) in the ability to think, independently compare and contrast different viewpoints, identify one's own position, and scientifically substantiate and professionally defend it.

14. How is a music teacher's personal professional position manifested?

• A) in performing, communicative, and musical-organizational activity;
• B) in the ability to substantiate one's own vision of the essence, organization, and conduct of the music education process;*
• C) in the ability to think, independently compare and contrast different viewpoints, identify one's own position, and scientifically substantiate and professionally defend it;

15. How is a music teacher's methodological culture manifested?

• A) in performing, communicative, and musical-organizational activity;
• B) in the ability to substantiate one's own vision of the essence, organization, and conduct of the music education process;
• C) in the ability to think, independently compare and contrast different viewpoints, identify one's own position, and scientifically substantiate and professionally defend it;*

16. What is the meaning and specific character of musical-pedagogical communication?

• A) in the relationship between teacher and student;
• B) in the relationship between teacher and student, and each of them with music;
• C) In comprehending the artistic "self" of a musical work, in establishing a spiritual and personal contact, a dialogue, with it.*

17. What is the main and central structural unit of musical consciousness:

• A) sound image;*
• B) intonation;
• C) emotion;

18. Give a definition of the category «personality»?

• A) it is a system of a person's psychological properties and characteristics which, due to their diversity and variability, make each person uniquely distinctive;
• B) it is a person of high spiritual culture;
• C) it is a subject of social relationships and connections, whose main qualities are formed through joint "ensemble" activity with other people, and such activity is carried out both in the subject's own interests and in the interests of society;*

19. Give a definition of the concept of individuality?

• A) it is a system of a person's psychological properties and characteristics which, due to their diversity and variability, make each person uniquely distinctive;*
• B) it is a person of high spiritual culture;
• C) it is a subject of social relationships and connections, whose main qualities are formed through joint "ensemble" activity with other people, and such activity is carried out both in the
• subject's own interests and in the interests of society;

Answer key:
1-C, 2-A,B, 3-B, 4-A, 5-A, 6-A, 7-B, 8-C, 9-A, 10-A, 11-B, 12-C, 13-A, 14-B, 15-C, 16-C, 17-A, 18-C, 19-A.

TEST No. 2.

Read the question and choose the correct answer. There may be more than one correct answer.
1. Who laid the foundations of music psychology?

• a) B. Asafiev, B. Teplov;
• b) Plato, Pythagoras, Aristotle;*
• c) Guido of Arezzo.

2. The nature of musical memory is determined by:

• - age-related characteristics;
• - training;*
• - knowledge and use of memorization techniques;*
• - a mindset geared toward memorization;*
• - brain volume.

3. What is attention?

• - it is the ability to perceive and retain information in memory;
• - it is a person's ability to concentrate on the activity being performed and to be able to disregard extraneous stimuli.*

4. Exclude the one that does not belong among the types of auditory sensations?

• - pitch;
• - melodic;
• - harmonic;
• - polyphonic;
• - textural;
• - internal;
• - motor.*

5. What are musical-auditory representations?

• - it is the ability to hear and experience music without relying on external sound?*
• - it is a reflection of individual properties of objects.

6. What is perception?

• - it is a reflection of all properties of objects as a whole;*
• - it is a reflection of individual properties of objects.

7. Mark the factors that do NOT influence the nature of musical perception;

• - properties of the perceived object;*
• - psychological characteristics of the subject;
• - the subject's life experience;
• - knowledge of styles, genres, and forms;;
• - belonging to a particular demographic group's capacity for apperception;

8. Choose the correct definition of the concept «Sensation»

• - it is a mental process in which individual properties of objects are reflected upon their direct effect on the sense organs;*
• - it is a mental process in which the totality of an object's properties is perceived.

9. What is sensitization?

• - increased sensitivity of one analyzer as it interacts with others;*
• - changes in perception caused by the effect of several stimuli.

10. What is synesthesia?

• - an interaction of sensations in which, under the influence of a stimulus, sensations characteristic of a different analyzer arise;*
• - a decrease in the sensitivity of the analyzers.

11. Name the types of musical memory

• - figurative-auditory;*
• - motor;*
• - visual;*
• - verbal-logical;*
• - mechanical.

12. The nature of musical memory is determined by:

• - age-related characteristics;*
• - training;*
• - knowledge and use of memorization techniques;*
• - a mindset geared toward memorization;*
• - brain volume.

13. What is attention?

• - it is the ability to perceive and retain information in memory;
• - it is a person's ability to concentrate on the activity being performed and to be able to disregard extraneous stimuli.

14. What is activity?
- it is a type of human activity aimed at understanding the surrounding world;
- it is a type of human activity aimed at understanding and creatively transforming the surrounding world, oneself, and the conditions of one's own existence.*

15. Psychic energy is:

• - a person's mobility;
• - a person's aura;
• - a latent, potential form of «living, nervous» energy;
• - the activity of immaterial or ideal psychic phenomena that carry information concentrated at various levels of the psyche – consciousness, preconsciousness, and the subconscious.*

16. Psychophysical resonance is:

• - the coincidence of the thoughts and emotional states of different people;
• - a phenomenon in which a person becomes especially sensitive to certain external influences;
• - a phenomenon in which, at a certain value of a person's psychic driving force, an external system turns out to be especially responsive to the action of that force.*

17. How is the creative nature of activity manifested?

• - in a person's ability to live in harmony with nature and work within the limits set by nature;
• - in the ability to go beyond the constraints of nature and create something new.*

18. The optimal concert state of a musician does not depend on:

• - the performer's physical health;*
• - a positive emotional level;*
• - the listening audience.

19. What is a collective (group)?

• - it is a group of people united by a common goal, tasks, and joint activity;
• - it is a group of people united by a socially significant goal, activity, and shared interests.*

20. Name the musical abilities

• - musical ear;*
• - musical memory;*
• - sense of rhythm;*
• - motor activity