A Perceptual Study of Scale-degree Qualia in Context

2018 ◽  
Vol 35 (3) ◽  
pp. 295-314 ◽  
Author(s):  
Claire Arthur
Keyword(s):  
Music Training ◽  
Harmonic Context ◽  
The Impact ◽  
Tonic Triad

A perceptual study investigated the ability of scale degrees to evoke qualia, and the impact of harmonic context in shaping a scale degree’s qualia. In addition, the following questions were addressed: What role does music training have in shaping qualia? Are listeners consistent in their descriptions? Are experiences similar across participants, or are they individual and subjective? Listeners with or without music-theoretic training were asked to rate the qualia of scale degrees following various chord progressions, each ending with a different final harmony. Scale degrees were found to exhibit relatively consistent musical qualia; however, the local chord context was found to significantly influence qualia ratings. In general, both groups of listeners were found to be fairly consistent in their ratings of scale-degree qualia; however, as expected, musician listeners were more consistent than nonmusician listeners. Finally, a subset of the musical qualia ratings were compared against Krumhansl and Kessler’s (1982) scale-degree “profiles.” While profiles created from the present data, overall, were correlated with the K&K profiles, their claim that tonal stability accounts for the high ratings ascribed to tonic triad members was found to be better explained by the effect of the local chord context.

The Impact of Music Training and Working Memory on Speech Recognition in Older Age

2021 ◽  
pp. 1-11
Author(s):  
Bruna S. Mussoi
Keyword(s):  
Older Adults ◽  
Working Memory ◽  
Speech Recognition ◽  
Digit Span ◽  
Memory Capacity ◽  
Small Sample ◽  
Music Training ◽  
Speech In Noise ◽  
Speech Recognition In Noise ◽  
The Impact

Purpose Music training has been proposed as a possible tool for auditory training in older adults, as it may improve both auditory and cognitive skills. However, the evidence to support such benefits is mixed. The goal of this study was to determine the differential effects of lifelong musical training and working memory on speech recognition in noise, in older adults. Method A total of 31 musicians and nonmusicians aged 65–78 years took part in this cross-sectional study. Participants had a normal pure-tone average, with most having high-frequency hearing loss. Working memory (memory capacity) was assessed with the backward Digit Span test, and speech recognition in noise was assessed with three clinical tests (Quick Speech in Noise, Hearing in Noise Test, and Revised Speech Perception in Noise). Results Findings from this sample of older adults indicate that neither music training nor working memory was associated with differences on the speech recognition in noise measures used in this study. Similarly, duration of music training was not associated with speech-in-noise recognition. Conclusions Results from this study do not support the hypothesis that lifelong music training benefits speech recognition in noise. Similarly, an effect of working memory (memory capacity) was not apparent. While these findings may be related to the relatively small sample size, results across previous studies that investigated these effects have also been mixed. Prospective randomized music training studies may be able to better control for variability in outcomes associated with pre-existing and music training factors, as well as to examine the differential impact of music training and working memory for speech-in-noise recognition in older adults.

scholarly journals The Impact of Music Training on the Cognitive Development of Preschool and Junior School Children: A Review of Research

2021 ◽  
Vol 18 (4) ◽  
pp. 751-769
Author(s):  
Larisa F. Bayanova ◽  
Daria A. Bukhalenkova ◽  
Alexandra G. Dolgikh ◽  
Elena A. Chichinina
Keyword(s):  
Cognitive Development ◽  
School Children ◽  
Positive Research ◽  
Music Training ◽  
Beneficial Effects ◽  
Music Lessons ◽  
Home Musical Environment ◽  
Concomitant Factors ◽  
The Impact ◽  
Listening And Speaking

The review presents the results of studies of the impact of music training on the cognitive development of preschool and junior school children. It is shown that music lessons can contribute to the development of reading, writing, listening and speaking as well as mathematical skills, memory, intelligence, and executive functions. After analyzing a number of relevant studies, the authors came to the following conclusions: (1) the impact of music lessons on the development of the cognitive sphere in children is associated with concomitant factors, such as: parental involvement in music lessons and home musical environment, age when a child begins to take music lessons and their duration, socioeconomic status of the family; and 2) it is systemic music training, which includes singing, playing musical instruments and solfeggio, that can have a beneficial effect on cognitive development. The mechanisms by which music training promote the cognitive development of children were also examined. While a vast body of work confirms the beneficial effects of music training in this regard, there are a number of studies showing no such effects. Special consideration is also given to the reasons why positive research results can be erroneous. In conclusion, the authors give recommendations for designing further research on this topic as well as for organizing music lessons for children of preschool and junior school age.

Short-term Recognition of Timbre Sequences

2018 ◽  
Vol 36 (1) ◽  
pp. 24-39 ◽  
Author(s):  
Kai Siedenburg ◽  
Stephen McAdams
Keyword(s):  
Recognition Task ◽  
Sequence Length ◽  
Short Term ◽  
Music Training ◽  
Similarity Relations ◽  
Constant Pitch ◽  
Timbre Recognition ◽  
The Impact ◽  
Pitch Variability

The goal of the current study was to explore outstanding questions in the field of timbre perception and cognition—specifically, whether memory for timbre is better in trained musicians or in nonmusicians, whether short-term timbre recognition is invariant to pitch differences, and whether timbre dissimilarity influences timbre recognition performance. Four experiments examined short-term recognition of musical timbre using a serial recognition task in which listeners indicated whether the orders of the timbres of two subsequently presented sound sequences were identical or not. Experiment 1 revealed significant effects of sequence length on recognition accuracy and an interaction of music training and pitch variability: musicians performed better for variable-pitch sequences, but did not differ from nonmusicians with constant-pitch sequences. Experiment 2 yielded a significant effect of pitch variability for musicians when pitch patterns varied between standard and comparison sequences. Experiment 3 high-lighted the impact of the timbral dissimilarity of swapped sounds and indicated a recency effect in timbre recognition. Experiment 4 confirmed the importance of the dissimilarity of the swap, but did not yield any pertinent role of timbral heterogeneity of the sequence. Further analyses confirmed the strong correlation of the timbral dissimilarity of swapped sounds with response behavior, accounting for around 90% of the variance in response choices across all four experiments. These results extend findings regarding the impact of music training and pitch variability from the literature on timbre perception to the domain of short-term memory and demonstrate the mnemonic importance of timbre similarity relations among sounds in sequences. The role of the factors of music training, pitch variability, and timbral similarity in music listening is discussed.

scholarly journals The impact of music on auditory and speech processing

2019 ◽  
Author(s):  
Abdollah Moossavi ◽  
Nasrin Gohari
Keyword(s):  
Speech Perception ◽  
Auditory Cortex ◽  
Auditory System ◽  
Speech Processing ◽  
Auditory Processing ◽  
Cognitive Skills ◽  
Large Area ◽  
Music Training ◽  
The Impact ◽  
The Brain

Background and Aim: Researchers in the fields of psychoacoustic and electrophysiology are mostly focused on demonstrating the better and different neurophysiological performance of musicians. The present study explores the imp­act of music upon the auditory system, the non-auditory system as well as the improvement of language and cognitive skills following listening to music or receiving music training. Recent Findings: Studies indicate the impact of music upon the auditory processing from the cochlea to secondary auditory cortex and other parts of the brain. Besides, the impact of music on speech perception and other cognitive proce­ssing is demonstrated. Some papers point to the bottom-up and some others to the top-down pro­cessing, which is explained in detail. Conclusion: Listening to music and receiving music training, in the long run, creates plasticity from the cochlea to the auditory cortex. Since the auditory path of musical sounds overlaps functionally with that of speech path, music hel­ps better speech perception, too. Both percep­tual and cognitive functions are involved in this process. Music engages a large area of the brain, so music can be used as a supplement in rehabi­litation programs and helps the improvement of speech and language skills.

Formation of Lunar Craters and Bright Rays as a Result of Meteorite Impacts

1962 ◽  
Vol 14 ◽  
pp. 415-418
Author(s):  
K. P. Stanyukovich ◽  
V. A. Bronshten
Keyword(s):  
Explosive Charge ◽  
The Moon ◽  
Meteorite Impacts ◽  
The Earth ◽  
Lunar Craters ◽  
The Impact

The phenomena accompanying the impact of large meteorites on the surface of the Moon or of the Earth can be examined on the basis of the theory of explosive phenomena if we assume that, instead of an exploding meteorite moving inside the rock, we have an explosive charge (equivalent in energy), situated at a certain distance under the surface.

The Geosciences Applied to Lunar Exploration

1962 ◽  
Vol 14 ◽  
pp. 169-257 ◽  
Author(s):  
J. Green
Keyword(s):  
Lunar Surface ◽  
Probable Mechanism ◽  
Point Of View ◽  
Lunar Exploration ◽  
Geological Model ◽  
Apply Geophysics ◽  
Surface Features ◽  
The Impact

The term geo-sciences has been used here to include the disciplines geology, geophysics and geochemistry. However, in order to apply geophysics and geochemistry effectively one must begin with a geological model. Therefore, the science of geology should be used as the basis for lunar exploration. From an astronomical point of view, a lunar terrain heavily impacted with meteors appears the more reasonable; although from a geological standpoint, volcanism seems the more probable mechanism. A surface liberally marked with volcanic features has been advocated by such geologists as Bülow, Dana, Suess, von Wolff, Shaler, Spurr, and Kuno. In this paper, both the impact and volcanic hypotheses are considered in the application of the geo-sciences to manned lunar exploration. However, more emphasis is placed on the volcanic, or more correctly the defluidization, hypothesis to account for lunar surface features.

Asteroid and Comet Impact Speeds upon Mars: Significance for Panspermia and the Supply of Organics

1997 ◽  
Vol 161 ◽  
pp. 197-201 ◽  
Author(s):  
Duncan Steel
Keyword(s):  
Probability Distributions ◽  
Regions Of Interest ◽  
Significant Fraction ◽  
Organic Chemicals ◽  
Impact Speed ◽  
The Mean ◽  
The Impact

AbstractWhilst lithopanspermia depends upon massive impacts occurring at a speed above some limit, the intact delivery of organic chemicals or other volatiles to a planet requires the impact speed to be below some other limit such that a significant fraction of that material escapes destruction. Thus the two opposite ends of the impact speed distributions are the regions of interest in the bioastronomical context, whereas much modelling work on impacts delivers, or makes use of, only the mean speed. Here the probability distributions of impact speeds upon Mars are calculated for (i) the orbital distribution of known asteroids; and (ii) the expected distribution of near-parabolic cometary orbits. It is found that cometary impacts are far more likely to eject rocks from Mars (over 99 percent of the cometary impacts are at speeds above 20 km/sec, but at most 5 percent of the asteroidal impacts); paradoxically, the objects impacting at speeds low enough to make organic/volatile survival possible (the asteroids) are those which are depleted in such species.

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