ArticleFrontiers in psychology2022
The approaches and methods of music psychology in the relationship between music emotion and cognition in music teaching activities.
Article in Frontiers in psychology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. It has been retracted, and should not be counted. Not yet cited in PubMed.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
0 citing papers in PubMed.
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Corrections and comments
- Retraction · 2024-09-13Euphemisms for Plagiarism · Investigation by Journal/Publisher · Investigation by Third Party · Objections by Author(s) · Plagiarism of/in Article · Taken from Dissertation/Thesis ·
- Retracted
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
In order to further improve the effect of music teaching, more music psychology should be applied in music teaching to assist teaching, and students should better understand the emotional elements reflected in music through music emotion and cognitive teaching. This essay starts from the relationship between music emotion and cognition, to deeply explore the application of music psychology in teaching activities, through the construction of music education psychological regulation function model to explore the effect of the application of psychology in music teaching. The results showed that the scores of positive emotions were significantly improved, while the scores of negative emotions were significantly decreased. The difference between the improvement and reduction of positive emotions was significant (
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Registered trials
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