Musical literacy refers to the ability to read and write musical notation, which enables individuals to understand the structure and organization of music.

The Hierarchical Theory of Music Perception proposes that music is processed in the brain in a hierarchical manner, with different levels of processing occurring simultaneously.

Musical memory refers to the ability to remember and reproduce a musical piece after hearing it only once.

The temporal lobe, particularly the primary auditory cortex, is primarily responsible for processing musical pitch.

Musical emotion refers to the emotional response elicited by music, which can range from joy and excitement to sadness and melancholy.

The arousal theory of emotion suggests that music influences emotional states by increasing or decreasing arousal levels.

Harmony, particularly the use of dissonance and consonance, is most closely associated with the perception of tension and release in music.

Musical reminiscence refers to the phenomenon where music can evoke memories and associations, often related to personal experiences or events.

Rhythm, particularly the interplay between different rhythmic elements, is primarily responsible for creating a sense of groove or rhythmic flow in music.

Musical enculturation refers to the process by which individuals learn and internalize the musical norms and practices of their culture.

The expectancy theory of emotion suggests that music influences emotional states by confirming or disconfirming expectations.

Harmony, particularly the use of dissonance, is most closely associated with the perception of musical tension.

Musical empathy refers to the ability to perceive and understand the emotional content of music.

Texture, which refers to the combination of different musical elements such as melody, harmony, and rhythm, is primarily responsible for creating a sense of musical texture.

Musical psychophysiology refers to the study of the relationship between music and physiological responses.