"I like reggae and Bob Marley is already dead": An empirical study on music-related argumentation
2016 (English)In: Psychology of Music, ISSN 0305-7356, E-ISSN 1741-3087, Vol. 44, no 5, 1158-1174 p.Article in journal (Refereed) Published
This study investigates music-related argumentation in different music genres (rock/pop versus classical music) applying a mixed-methods design with three groups (referred to as novices, semi-experts and experts). Participants were asked to compare two versions of a musical piece and justify their preference in individually written argumentation. Arguments were coded by applying a category system with four main categories, namely, attributes of the musical piece, subjective dimensions, context-specific background knowledge and media-related dimensions. Results of quantitative analyses showed that experts formulated longer arguments, referring to more different categories and mentioning more aspects within these categories. Further, a larger proportion of the experts' arguments referred to context-specific background knowledge and attributes of the musical piece, whereas semi-experts' and novices' argumentation consisted to a larger extent of subjective dimensions. For all analyses, there were no differences concerning the two different music genres. A discriminant analysis showed that the participants' ascribed level of expertise was correctly predicted on the basis of their argumentation in 97.3% of the cases. Therefore, the category system provides an effective instrument for representing and evaluating music-related argumentation. Our findings illustrate quantitative and qualitative differences between arguments and build a starting point for developing innovative intervention approaches for fostering music-related argumentation.
Place, publisher, year, edition, pages
Sage Publications, 2016. Vol. 44, no 5, 1158-1174 p.
category system, expertise, genre, mixed methods, music-related argumentation
IdentifiersURN: urn:nbn:se:oru:diva-52688DOI: 10.1177/0305735615614095ISI: 000382740900017ScopusID: 2-s2.0-84982175035OAI: oai:DiVA.org:oru-52688DiVA: diva2:1010239
German Federal Ministry of Education and Research 01PL120572016-10-032016-09-302016-10-03Bibliographically approved