1.) Shehan, P. (1987). Effects of rote versus note presentation of rhythm learning and retention. Journal Of Research In Music Education, 35(2), 117-26.
This source compares how well second- and sixth-grade students can learn and retain musical rhythms presented either visually or aurally. It compares the differences in how well these children of different ages can learn a rhythm and which style of presentation is easiest to pick up.
2.) Silverman, M. (2010). The effect of pitch, rhythm, and familiarity on working memory and anxiety as measured by digit recall performance. Journal Of Music Therapy, 47(1), 70-83.
This source is useful in dissecting the difference of roles of rhythm and pitch in recalling a musical pattern. It also compares results of musicians versus non-musicians, which is a point of interest in my topic.
3.) Cao, E., Lotstein, M., & Johnson-Laird, P. (2014). Similarity and families of musical rhythms. Music Perception, 31(5), 444-469.
This source is helpful in determining what aspects make certain rhythms similar to others. This is useful in my discussion of how familiarity of a rhythm may determine how well one can pick it up, since one presumably would be more familiar with a rhythm similar to other familiar rhythms.
4.) Krumhansl, C. (2000). Rhythm and pitch in music cognition. Psychological Bulletin, 126(1), 159-179.
This source focuses on how rhythm and pitch are perceived and remembered. It looks at different scales of remembering musical phrases and attempts to link musical structure with cognitive processes. This is useful in understanding the mechanisms that occur in the brain when rhythms are trying to be recalled.
5.) Huss, M., Verney, J., Fosker, T., Mead, N., & Goswami, U. (2011). Music, rhythm, rise time perception and developmental dyslexia: Perception of musical meter predicts reading and phonology. Cortex, 47(6), 674-689.
In this article, the authors hypothesize that ability to detect a musical rhythm is related to literacy development in children. This source is helpful in connecting how skilled one is in recognizing a rhythm with non-musical tasks.
6.) Hébert, S., & Peretz, I. (1997). Recognition of music in long-term memory: Are melodic and temporal patterns equal partners? Memory and Cognition, 25(4), 518-533.
This article examines the role that rhythm and melody play in recalling a piece of music. Results showed that a combination of the two is the most effective in retrieving music from long-term memory. This is useful for my topic in showing the relationship that rhythm and memory have.
7.) Brower, C. (1993). Memory and the Perception of Rhythm. Music Theory Spectrum, 15(1), 19-35.
This article analyzes the roles of three different types of memory and how they interact with a hierarchy of rhythmic levels. This is useful in my examination of how the brain remembers certain rhythms and what aspects make it easier or harder to retain.
8.) Habibi, A., Wirantana, V., & Starr, A. (2014). Cortical Activity During Perception of Musical Rhythm: Comparing Musicians and Nonmusicians. Psychomusicology: Music, Mind & Brain, 24(2), 125-135.
This article studies the brain activities in musicians and non-musicians when exposed to differing rhythm patterns. This is helpful in my comparison of musicians and non-musicians in rhythm recognition and retrieval. If different mechanisms are working in the brain between these two groups when hearing a certain type of rhythm, this is significant.
9.) Phillips-Silver, J., Toiviainen, P., Gosselin, N., & Peretz, I. (2013). Amusic does not mean unmusical: Beat perception and synchronization ability despite pitch deafness. Cognitive Neuropsychology, 30(5), 311-331.
This article reveals that amusic individuals are able to recognize meter when presented nonpitched musical excerpts. It concludes that rhythm perception is spared in deafness. This is useful in learning about which parts of the brain are necessary and which are not needed for rhythmic perception.
10.) Bhide, A., Power, A., & Goswami, U. (2013). A rhythmic musical intervention for poor readers: A comparison of efficacy with a letter-based intervention. Mind, Brain, and Education, 7(2), 113-123.
This source tries to determine whether rhythmic musical intervention would help children with reading difficulties improve their literacy. This is important in that is shows whether we can use rhythm and the brain’s role in recognizing rhythm for the purpose of helping those with problems unrelated to music.