Comparsion Between Different Theatrical Study About Music Cognition And Language Sense Coginition

It has frequently been argued that speed and music share structural and cognitive similarities. The relationship between musical and speech cognition has always been a hot topic among the international academic society. However, there isn’t a fine definition between both of them. And mechanism of the influence between each other hasn’t been defined either.It’s essential for the atrial educators and atrial learner the ability of excellent musical and speech cognition. Recent years, talent cultivation of drama in China has made great progress, yet they are rarely works or studies in the research of music and speech cognition and comprehensive appraisal to pick up talents. In terms of drama education, we wonder how the relationship of music and speech cognition connect and influence each other. And what are the differences between them under the situation of combining music speech. There are no involvements in assessing speech cognition among different theoretical study learners. In the field of selecting theatrical talents, there are no methods in evaluating music and speech cognition. For this, combined the present situation in China with studies from abroad, this study takes a fundamental acoustic properties in both music and speech, taking the point in the music and speech perception at the same time, which we hope to be able to provide a new way to value the talent of drama, and provide a preliminary theoretical evidence for further studies.High school students majored in music and drama were involved in this study. According to their skill achievement, they were segregated into high skill group and low skill group. In order to study the characteristics of tone changing and intonation changing as well as the relation between them, three notes piano chords and three words in phrases whose tone of the third note or word changed were used as discordant materials. Experiment 1 compared the characteristics of tone perception in music and speech conditions directly by using separate music and speech materials. And experiment 2 investigated the difference between high and low skill groups’ perception of music/speech changing in music-focusing and speech-focusing conditions by utilizing integrated music-speech audio clips. The results show that high skill group performs better in both music and speech condition and in two experiments, which means the perception of music and speech is closely linked. The experience in each domain can affect another, and in the education of drama, both of them should be emphasized.