Synchronized tapping facilitates learning sound sequences as indexed by the P300.

The purpose of the present study was to determine whether and how single finger tapping in synchrony with sound sequences contributed to the auditory processing of them. The participants learned two unfamiliar sound sequences via different methods. In the tapping condition, they learned an auditory sequence while they tapped in synchrony with each sound onset.

Interaction between musical emotion and facial expression as measured by event-related potentials.

We examined the integrative process between emotional facial expressions and musical excerpts by using an affective priming paradigm. Happy or sad musical stimuli were presented after happy or sad facial images during electroencephalography (EEG) recordings. We asked participants to judge the affective congruency of the presented face-music pairs.

Music playing and memory trace: evidence from event-related potentials.

We examined the relationship between motor practice and auditory memory for sound sequences to evaluate the hypothesis that practice involving physical performance might enhance auditory memory. Participants learned two unfamiliar sound sequences using different training methods. Under the key-press condition, they learned a melody while pressing a key during auditory input.