Inducing musical-interval learning by combining task practice with periods of stimulus exposure alone.
Identifieur interne : 000538 ( Main/Exploration ); précédent : 000537; suivant : 000539Inducing musical-interval learning by combining task practice with periods of stimulus exposure alone.
Auteurs : David F. Little [États-Unis] ; Henry H. Cheng [États-Unis] ; Beverly A. Wright [États-Unis]Source :
- Attention, perception & psychophysics [ 1943-393X ] ; 2019.
Descripteurs français
- KwdFr :
- Adolescent (MeSH), Adulte (MeSH), Apprentissage (physiologie), Facteurs temps (MeSH), Femelle (MeSH), Humains (MeSH), Jeune adulte (MeSH), Musique (psychologie), Mâle (MeSH), Performance psychomotrice (physiologie), Répartition aléatoire (MeSH), Stimulation acoustique (méthodes), Stimulation acoustique (psychologie).
- MESH :
- méthodes : Stimulation acoustique.
- physiologie : Apprentissage, Performance psychomotrice.
- psychologie : Musique, Stimulation acoustique.
- Adolescent, Adulte, Facteurs temps, Femelle, Humains, Jeune adulte, Mâle, Répartition aléatoire.
English descriptors
- KwdEn :
- MESH :
- methods : Acoustic Stimulation.
- physiology : Learning, Psychomotor Performance.
- psychology : Acoustic Stimulation, Music.
- Adolescent, Adult, Female, Humans, Male, Random Allocation, Time Factors, Young Adult.
Abstract
A key component of musical proficiency is the ability to discriminate between and identify musical intervals, or fixed ratios between pitches. Acquiring these skills requires training, but little is known about how to best arrange the trials within a training session. To address this issue, learning on a musical-interval comparison task was evaluated for two four-day training regimens that employed equal numbers of stimulus presentations per day. A regimen of continuous practice yielded no learning, but a regimen that combined practice and stimulus exposure alone generated clear improvement. Learning in the practice-plus-exposure regimen was due to the combination of the two experiences, because two control groups who received only either the practice or the exposure from that regimen did not learn. Posttest performance suggested that this improvement in comparison learning generalized to an untrained stimulus type and an untrained musical-interval identification task. Naïve comparison performance, but not learning, was better for larger pitch-ratio differences and for individuals with more musical experience. The reported benefits of the practice-plus-exposure regimen mirror the outcomes for fine-grained discrimination and speech tasks, suggesting that a general learning principle is involved. In practical terms, it appears that combining practice and stimulus exposure alone is a particularly effective configuration for improving musical-interval perception.
DOI: 10.3758/s13414-018-1584-x
PubMed: 30136042
PubMed Central: PMC6384134
Affiliations:
Links toward previous steps (curation, corpus...)
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Cheng</name><affiliation wicri:level="1"><nlm:affiliation>Communication Sciences and Disorders, Northwestern University, Evanston, IL, 60208-3550, USA.</nlm:affiliation><country xml:lang="fr">États-Unis</country><wicri:regionArea>Communication Sciences and Disorders, Northwestern University, Evanston, IL, 60208-3550</wicri:regionArea><wicri:noRegion>60208-3550</wicri:noRegion></affiliation></author><author><name sortKey="Wright, Beverly A" sort="Wright, Beverly A" uniqKey="Wright B" first="Beverly A" last="Wright">Beverly A. 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Little</name><affiliation wicri:level="2"><nlm:affiliation>Electrical and Computer Engineering, Johns Hopkins University, Baltimore, MD, USA. david.frank.little@gmail.com.</nlm:affiliation><country xml:lang="fr">États-Unis</country><wicri:regionArea>Electrical and Computer Engineering, Johns Hopkins University, Baltimore, MD</wicri:regionArea><placeName><region type="state">Maryland</region></placeName></affiliation></author><author><name sortKey="Cheng, Henry H" sort="Cheng, Henry H" uniqKey="Cheng H" first="Henry H" last="Cheng">Henry H. 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Wright</name><affiliation wicri:level="1"><nlm:affiliation>Communication Sciences and Disorders, Knowles Hearing Center, Northwestern Institute for Neuroscience, Northwestern University, Evanston, IL, 60208-3550, USA.</nlm:affiliation><country xml:lang="fr">États-Unis</country><wicri:regionArea>Communication Sciences and Disorders, Knowles Hearing Center, Northwestern Institute for Neuroscience, Northwestern University, Evanston, IL, 60208-3550</wicri:regionArea><wicri:noRegion>60208-3550</wicri:noRegion></affiliation></author></analytic><series><title level="j">Attention, perception & psychophysics</title><idno type="eISSN">1943-393X</idno><imprint><date when="2019" type="published">2019</date></imprint></series></biblStruct></sourceDesc></fileDesc><profileDesc><textClass><keywords scheme="KwdEn" xml:lang="en"><term>Acoustic Stimulation (methods)</term><term>Acoustic Stimulation (psychology)</term><term>Adolescent (MeSH)</term><term>Adult (MeSH)</term><term>Female (MeSH)</term><term>Humans (MeSH)</term><term>Learning (physiology)</term><term>Male (MeSH)</term><term>Music (psychology)</term><term>Psychomotor Performance (physiology)</term><term>Random Allocation (MeSH)</term><term>Time Factors (MeSH)</term><term>Young Adult (MeSH)</term></keywords><keywords scheme="KwdFr" xml:lang="fr"><term>Adolescent (MeSH)</term><term>Adulte (MeSH)</term><term>Apprentissage (physiologie)</term><term>Facteurs temps (MeSH)</term><term>Femelle (MeSH)</term><term>Humains (MeSH)</term><term>Jeune adulte (MeSH)</term><term>Musique (psychologie)</term><term>Mâle (MeSH)</term><term>Performance psychomotrice (physiologie)</term><term>Répartition aléatoire (MeSH)</term><term>Stimulation acoustique (méthodes)</term><term>Stimulation acoustique (psychologie)</term></keywords><keywords scheme="MESH" qualifier="methods" xml:lang="en"><term>Acoustic Stimulation</term></keywords><keywords scheme="MESH" qualifier="méthodes" xml:lang="fr"><term>Stimulation acoustique</term></keywords><keywords scheme="MESH" qualifier="physiologie" xml:lang="fr"><term>Apprentissage</term><term>Performance psychomotrice</term></keywords><keywords scheme="MESH" qualifier="physiology" xml:lang="en"><term>Learning</term><term>Psychomotor Performance</term></keywords><keywords scheme="MESH" qualifier="psychologie" xml:lang="fr"><term>Musique</term><term>Stimulation acoustique</term></keywords><keywords scheme="MESH" qualifier="psychology" xml:lang="en"><term>Acoustic Stimulation</term><term>Music</term></keywords><keywords scheme="MESH" xml:lang="en"><term>Adolescent</term><term>Adult</term><term>Female</term><term>Humans</term><term>Male</term><term>Random Allocation</term><term>Time Factors</term><term>Young Adult</term></keywords><keywords scheme="MESH" xml:lang="fr"><term>Adolescent</term><term>Adulte</term><term>Facteurs temps</term><term>Femelle</term><term>Humains</term><term>Jeune adulte</term><term>Mâle</term><term>Répartition aléatoire</term></keywords></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en">A key component of musical proficiency is the ability to discriminate between and identify musical intervals, or fixed ratios between pitches. Acquiring these skills requires training, but little is known about how to best arrange the trials within a training session. To address this issue, learning on a musical-interval comparison task was evaluated for two four-day training regimens that employed equal numbers of stimulus presentations per day. A regimen of continuous practice yielded no learning, but a regimen that combined practice and stimulus exposure alone generated clear improvement. Learning in the practice-plus-exposure regimen was due to the combination of the two experiences, because two control groups who received only either the practice or the exposure from that regimen did not learn. Posttest performance suggested that this improvement in comparison learning generalized to an untrained stimulus type and an untrained musical-interval identification task. Naïve comparison performance, but not learning, was better for larger pitch-ratio differences and for individuals with more musical experience. The reported benefits of the practice-plus-exposure regimen mirror the outcomes for fine-grained discrimination and speech tasks, suggesting that a general learning principle is involved. In practical terms, it appears that combining practice and stimulus exposure alone is a particularly effective configuration for improving musical-interval perception.</div></front></TEI><pubmed><MedlineCitation Status="MEDLINE" IndexingMethod="Curated" Owner="NLM"><PMID Version="1">30136042</PMID><DateCompleted><Year>2019</Year><Month>04</Month><Day>10</Day></DateCompleted><DateRevised><Year>2020</Year><Month>02</Month><Day>25</Day></DateRevised><Article PubModel="Print"><Journal><ISSN IssnType="Electronic">1943-393X</ISSN><JournalIssue CitedMedium="Internet"><Volume>81</Volume><Issue>1</Issue><PubDate><Year>2019</Year><Month>Jan</Month></PubDate></JournalIssue><Title>Attention, perception & psychophysics</Title><ISOAbbreviation>Atten Percept Psychophys</ISOAbbreviation></Journal><ArticleTitle>Inducing musical-interval learning by combining task practice with periods of stimulus exposure alone.</ArticleTitle><Pagination><MedlinePgn>344-357</MedlinePgn></Pagination><ELocationID EIdType="doi" ValidYN="Y">10.3758/s13414-018-1584-x</ELocationID><Abstract><AbstractText>A key component of musical proficiency is the ability to discriminate between and identify musical intervals, or fixed ratios between pitches. Acquiring these skills requires training, but little is known about how to best arrange the trials within a training session. To address this issue, learning on a musical-interval comparison task was evaluated for two four-day training regimens that employed equal numbers of stimulus presentations per day. A regimen of continuous practice yielded no learning, but a regimen that combined practice and stimulus exposure alone generated clear improvement. Learning in the practice-plus-exposure regimen was due to the combination of the two experiences, because two control groups who received only either the practice or the exposure from that regimen did not learn. Posttest performance suggested that this improvement in comparison learning generalized to an untrained stimulus type and an untrained musical-interval identification task. Naïve comparison performance, but not learning, was better for larger pitch-ratio differences and for individuals with more musical experience. The reported benefits of the practice-plus-exposure regimen mirror the outcomes for fine-grained discrimination and speech tasks, suggesting that a general learning principle is involved. In practical terms, it appears that combining practice and stimulus exposure alone is a particularly effective configuration for improving musical-interval perception.</AbstractText></Abstract><AuthorList CompleteYN="Y"><Author ValidYN="Y"><LastName>Little</LastName><ForeName>David F</ForeName><Initials>DF</Initials><Identifier Source="ORCID">http://orcid.org/0000-0002-5737-7082</Identifier><AffiliationInfo><Affiliation>Electrical and Computer Engineering, Johns Hopkins University, Baltimore, MD, USA. david.frank.little@gmail.com.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Cheng</LastName><ForeName>Henry H</ForeName><Initials>HH</Initials><AffiliationInfo><Affiliation>Communication Sciences and Disorders, Northwestern University, Evanston, IL, 60208-3550, USA.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Wright</LastName><ForeName>Beverly A</ForeName><Initials>BA</Initials><AffiliationInfo><Affiliation>Communication Sciences and Disorders, Knowles Hearing Center, Northwestern Institute for Neuroscience, Northwestern University, Evanston, IL, 60208-3550, USA.</Affiliation></AffiliationInfo></Author></AuthorList><Language>eng</Language><GrantList CompleteYN="Y"><Grant><GrantID>R01 DC004453</GrantID><Acronym>DC</Acronym><Agency>NIDCD NIH HHS</Agency><Country>United States</Country></Grant><Grant><GrantID>R01DC004453</GrantID><Agency>National Institute on Deafness and Other Communication Disorders</Agency><Country></Country></Grant><Grant><GrantID>52006934</GrantID><Agency>Howard Hughes Medical Institute</Agency><Country>United States</Country></Grant></GrantList><PublicationTypeList><PublicationType UI="D016428">Journal Article</PublicationType></PublicationTypeList></Article><MedlineJournalInfo><Country>United States</Country><MedlineTA>Atten Percept 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Little</name></region><name sortKey="Cheng, Henry H" sort="Cheng, Henry H" uniqKey="Cheng H" first="Henry H" last="Cheng">Henry H. Cheng</name><name sortKey="Wright, Beverly A" sort="Wright, Beverly A" uniqKey="Wright B" first="Beverly A" last="Wright">Beverly A. Wright</name></country></tree></affiliations></record>Pour manipuler ce document sous Unix (Dilib)
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