Dr Alexandra Lamont
- Title
- Senior Lecturer in Music Psychology
- Location
- Dorothy Hodgkin Building : DH1.86
- Role
- Research Lead, Psychology of Health & Wellbeing Group
Internationalisation Director, School of Psychology and Faculty of Natural Sciences - Contact me
- Please make an appointment via email
- Phone
- +44(0)1782 733323
- a.m.lamont@keele.ac.uk
Biography
I came to Keele in 2001 primarily to teach on the MSc in Music Psychology and have been involved with postgraduate teaching and research ever since. I have studied and taught in the fields of music, education and psychology, and my interests are diverse. In psychology, my expertise lies in positive psychology, developmental psychology and in research methods, as well as my specialism in music psychology. I am also interested in musical development and music education, and in the sociology and psychology of music consumption.
My recent work has taken me into the international arena in both teaching and research. I led the final few years of the Keele-Ludong (China) transnational education programme in Psychology, and am currently the School Internationalisation Director for Psychology and the Faculty Internationalisation Director for Natural Sciences.
Research and scholarship
My research centres on issues of musical development and musical engagement across the lifecourse. I have carried out studies with infants in the laboratory, research with children at schools using a range of methods, and studies of adults both in laboratory settings and more often in real life contexts. My main research question is why and how people choose to engage with music. Why does a toddler respond well to a familiar piece of music? What can children learn about themselves through music? Why do we experience strong emotions in relation to music at festivals and live concerts? What kinds of social bonds are formed through active musical engagement? My research focuses on exploring these questions in everyday settings and placing musical experience in the wider context of people's lives.
I am currently working on research evaluating the development of a choir for older singers over a ten year period, with Katie Wright-Bevans and Michael Murray, and on writing up projects relating to music as a leisure activity across the lifespan and the impact of strong emotional experiences of music. I am also developing new projects drawing on positive psychology to explore the effect of music listening and attending live musical events. I am the current lead of the Psychology of Health & Wellbeing research theme and have recently completed a five year term as Editor of the journal Psychology of Music.
Teaching
Year 1
- PSY-10020 Natural, Unnatural, Supernatural: The Psychology of Unusual Phenomena (module leader)
Year 3
- PSY-30096 Happiness and Wellbeing: Social Scientific Approaches (module leader)
- PSY-30061 Final Year Psychology Project
Postgraduate
- PSY-40039 Advanced Research Skills & Design (module leader)
- PSY-40038 Research Apprenticeship in Psychology
- PSY-40036 Qualitative Research Methods
- PSY-40047/45 Psychology Research Preparation/Dissertation
- GRT-40022 Principles of Research Design
Selected Publications
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2018. Singing in later life: The anatomy of a community choir. PSYCHOLOGY OF MUSIC, vol. 46(3), 424-439. link> doi> full text>
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Talking about sunbed tanning in online discussion forums: Assertions and arguments. Psychol Health, vol. 33(4), 518-536. link> doi> full text>
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2017. Multidimensional measurement of exposure to music in childhood: Beyond the musician/ non-musician dichotomy. Psychology of Music, vol. 46(4), 459-472. doi> link> full text>
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Talking about sunbed tanning: Social representations and identity-work. Soc Sci Med, vol. 184, 161-168. link> doi> full text>
Full Publications List show
Books
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2002. Developmental Psychology and You. BPS Blackwell, Oxford.
Journal Articles
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2018. Singing in later life: The anatomy of a community choir. PSYCHOLOGY OF MUSIC, vol. 46(3), 424-439. link> doi> full text>
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Talking about sunbed tanning in online discussion forums: Assertions and arguments. Psychol Health, vol. 33(4), 518-536. link> doi> full text>
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2017. Multidimensional measurement of exposure to music in childhood: Beyond the musician/ non-musician dichotomy. Psychology of Music, vol. 46(4), 459-472. doi> link> full text>
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Talking about sunbed tanning: Social representations and identity-work. Soc Sci Med, vol. 184, 161-168. link> doi> full text>
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2017. Assessing Music Perception in Young Children: Evidence for and Psychometric Features of the M-Factor. Front Neurosci, vol. 11, 18. link> doi> full text>
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2017. Music Use in Exercise: A Questionnaire Study. MEDIA PSYCHOLOGY, vol. 20(4), 658-684. link> doi> full text>
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2019. Evaluation of a motivational pre-exercise music intervention. J Health Psychol, vol. 24(3), 309-320. link> doi> full text>
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Empirical Musicology Review. Empirical Musicology.
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What Else Can Music Preferences do? A Commentary on Clark and Giacomantonio. Empirical Musicology Review. full text>
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What Else Can Music Preferences do? A Commentary on Clark and Giacomantonio. Empirical Musicology Review. full text>
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2014. How do gym members engage with music during exercise?. Qualitative Research in Sport, Exercise and Health. doi> full text>
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2013. Exploring musical preferences: An in-depth qualitative study of adults’ liking for music in their personal collections. Qualitative Research in Psychology, vol. 10(2), 402-427.
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2011. The beat goes on: music education, identity and lifelong learning. Music Education Research, vol. 13(4), 369-388. doi>
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2011. University students' strong experiences of music: Pleasure, engagement, and meaning. Musicae Scientiae: the journal of the European Society for the Cognitive Sciences of Music, vol. 15(2), 229-249. doi>
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2010. Mobile listening situations in everyday life: The use of MP3 players while travelling. Musicae Scientiae, vol. 14(1), 95-120. doi>
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2010. Short- and long-term musical preferences: What makes a favourite piece of music?. Psychology of Music, vol. 38(2), 222-241. doi>
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2008. Choosing music: Exploratory studies into the low uptake of music GCSE. Journal of Music Education, vol. 25(3), 267-282. doi>
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2008. Young children’s musical worlds: musical engagement in 3-5-year-olds. Journal of Early Childhood Research, vol. 6(3), 247-261. doi>
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2006. Exploring children's singing development: do experiences in early schooling help or hinder?. Music Education Research, vol. 8(3), 311-330. doi>
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2003. Toddlers' Musical Preferences: Musical Preference and Musical Memory in the Early Years. Annals of the New York Academy of Sciences 999, 518-519. doi>
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2003. Young people's music in and out of school. British Journal of Music Education, vol. 20(3), 229-241. doi>
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2002. Musical development and learning: The international perspective. PSYCHOLOGIST, vol. 15, 138. link>
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2001. Motivic Structure and the Perception of Similarity. Music Perception, vol. 18(3), 245-274. doi>
Chapters
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2016. Choosing to hear music: motivation, process and effect. In The Oxford Handbook of Music Psychology (2nd edition). Hallam S, Cross I, Thaut M (Eds.). (2nd ed.). Oxford: Oxford University Press.
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2016. Musical development from the early years onwards. In Oxford Handbook of Music Psychology (2nd Edition). Hallam S, Cross I, Thaut M (Eds.). (2nd ed.). Oxford: Oxford University Press.
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2016. Musical preferences. In Oxford Handbook of Music Psychology (2nd Edition). Hallam S, Cross I, Thaut M (Eds.). (2nd ed.). Oxford: Oxford University Press.
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2013. Keeping it fresh: How listeners regulate their own exposure to familiar music. In Music and Familiarity. King E and Prior H (Eds.). Ashgate.
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2011. Negotiating music in the real world: Development, motivation, process and effect. In Music and the Mind: Investigating the functions and processes of music. A book in honour of John Sloboda. Deliege I and Davidson JW (Eds.). Oxford University Press.
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2010. Unpopular Music: Beliefs and behaviours towards music in education. In Sociology and Music Education. Wright R (Ed.). Ashgate.
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2009. Choosing to hear music: motivation, process and effect. In The Oxford Handbook of Music Psychology. Hallam S, Cross I, Thaut M (Eds.). Oxford: Oxford University Press.
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2009. Music in the school years. In The Oxford Handbook of Music Psychology. Hallam S, Cross I, Thaut M (Eds.). Oxford: Oxford University Press.
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2009. Musical Preferences. In The Oxford Handbook of Music Psychology. Hallam S, Cross I, Thaut M (Eds.). Oxford: Oxford University Press.
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2002. Music education and research. In Aspects of Teaching Secondary Music: Perspectives on Practice. Spruce G (Ed.). Routledge Falmer, London.
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2002. Music psychology and the secondary music teacher. In Teaching Music in Secondary Schools: A Reader. Spruce G (Ed.). Routledge Falmer, London.
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2002. Musical identities and the school environment. In Musical Identities. MacDonald RAR, Hargreaves DJ, Miell DE (Eds.). Oxford University Press, Oxford.
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Developing, supporting and sustaining musical identities. In The Oxford Handbook of Musical Identities. MacDonald RAR, Hargreaves DJ, Miell DE (Eds.). Oxford University Press.
Research study
How does television affect children?
Despite over 50 years of research there are still many gaps in our understanding of how watching television affects young children. In particular there is little scientific evidence about how the speed and intensity of programmes affect young children’s concentration and understanding. Researchers at Keele are currently looking for interested parents and their young children to take part in research aiming to answer this question.
Overall we are looking for 60 young children and their parents to help with this research. Findings of this study will provide greater insight into how different types of television affect the behaviour of young children. These findings will be shared with parents, early years professionals, academics and the general public. If you take part you will be sent a summary of the findings.
If you are interested in reading more about this research please follow this link:
Letter of invitation and full information sheet (opens as PDF)
If you are interested in taking part in this research please email us and we will get back to you.
