scholarly journals PITCH MEMORY AND EXPOSURE EFFECTS: Statistical learning and the effects of implicit "absolute pitch" on the perception and evaluation of music

2018 ◽  
Author(s):  
Moshe Shay Ben-Haim ◽  
Zohar Eitan ◽  
Eran Chajut
Keyword(s):  
Cognitive Processes ◽  
Musical Training ◽  
Absolute Pitch ◽  
Considerable Proportion ◽  
Long Term Memory ◽  
Frequency Of Occurrence ◽  
Auditory Cognition ◽  
Musical Cognition ◽  
Pitch Frequency

Recent studies indicate that the ability to represent absolute pitch values in long-term memory (LTM), long believed to be the possession of a small minority of trained musicians endowed with "absolute pitch" (AP), is in fact shared to some extent by a considerable proportion of the population. The current study examined whether this newly discovered ability affects aspects of music and auditory cognition, particularly pitch learning and evaluation. Our starting points are two well established premises: (1) frequency of occurrence has an influence on the way we process stimuli; (2) in Western music, some pitches and musical keys are much more frequent than others. Based on these premises, we hypothesize that if absolute pitch values are indeed represented in LTM, pitch frequency of occurrence in music would significantly affect cognitive processes, in particular pitch learning and evaluation. Two experiments were designed to test this hypothesis in participants with no AP, most with little or no musical training. Experiment 1 demonstrated a faster response and a learning advantage for frequent pitches over infrequent pitches in an identification task. In Experiment 2 participants evaluated infrequent pitches as more pleasing than frequent pitches when presented in isolation. These results suggest that absolute pitch representation in memory may play a substantial, hitherto unacknowledged role in auditory (and specifically musical) cognition.

Effects of Musical Training and Absolute Pitch on the Neural Processing of Melodic Intervals: A P3 Event-Related Potential Study

1992 ◽  
Vol 10 (1) ◽  
pp. 25-42 ◽  
Author(s):  
Edwin C. Hantz ◽  
Garry C. Crummer ◽  
John W. Wayman ◽  
Joseph P. Walton ◽  
Robert D. Frisina
Keyword(s):  
Discrimination Task ◽  
Musical Training ◽  
Event Related Potentials ◽  
Absolute Pitch ◽  
Event Related Potential ◽  
Long Term Memory ◽  
Related Potentials ◽  
General Training ◽  
The Absolute

During perceptual tasks involving the discrimination of musical intervals, event-related potentials, specifically the P3, were measured for three subject groups: musicians without absolute pitch, musicians with absolute pitch, and nonmusicians. The two interval-discrimination tasks were a simple two-note contour task and a difficult interval-size discrimination task. Clear effects on the neural waveforms were found for both training and the presence of the absolute pitch ability. In general, training increases the amplitude and shortens the latency of the P3, while the absolute pitch ability reduces the amplitude and shortens the latency, or eliminates the P3 altogether. The absolute pitch effect may be due to the use of a long-term memory strategy involved in the correct performance of the discrimination task rather than performing the task by updating working memory each time a target occurs. Finally, these data are contrasted with those from studies involving sine tones and timbrediscrimination tasks.

scholarly journals Common Chord Progressions and Feelings of Remembering

2020 ◽  
Vol 3 ◽  
pp. 205920432091684
Author(s):  
Ivan Jimenez ◽  
Tuire Kuusi ◽  
Christopher Doll
Keyword(s):  
Popular Music ◽  
North American ◽  
Musical Training ◽  
The Other ◽  
Long Term Memory ◽  
Term Memory ◽  
One Year

Although Western tonal syntax can generate a very large number of chord successions of various lengths and degrees of complexity, some types of music, from Renaissance dances to recent pop, tend to rely more heavily on the repetition of relatively simple, short harmonic patterns. Doll recently identified short chord progressions commonly found in North American and British popular music and proposed that these chord progressions can be stored in long-term memory in the form of harmonic schemata that allow listeners to hear them as stereotypical chord progressions. However, considering the challenges that many listeners face when trying to consciously grasp harmony, it seems likely that the feelings of remembering chord progressions varies from listener to listener. To investigate these potential differences, we asked 231 listeners with various levels of musical training to rate their confidence on whether or not they had previously heard six diatonic four-chord progressions. To control for the effect of extra-harmonic features, we instantiated the chord progressions in a way that resembled the piano of a famous song and controlled for participants’ familiarity with that song and whether they had played its chords. We found that ratings correlated with typicality for the two groups of participants who had played an instrument for at least one year and to a lesser extent for the other participants. Additionally, all our players thought of specific songs more often and mentioned songs that better matched the stimuli in harmonic terms. What we did not find, however, was any effect associated to how long participants had played an instrument or the type of the instrument they had played. Our research supports the notion that both musical training and extra-harmonic features affect listeners’ feelings of remembering chord progressions.

scholarly journals The role of microRNAs in learning and long-term memory

2020 ◽  
Vol 24 (8) ◽  
pp. 885-896
Author(s):  
L. N. Grinkevich
Keyword(s):  
Cognitive Processes ◽  
Regulation Of Gene Expression ◽  
Memory Formation ◽  
Learning Ability ◽  
Long Term Memory ◽  
Term Memory ◽  
Microrna Biogenesis ◽  
The Brain

The mechanisms of long-term memory formation and ways to improve it (in the case of its impairment) remain an extremely difficult problem yet to be solved. Over the recent years, much attention has been paid to microRNAs in this regard. MicroRNAs are unique endogenous non-coding RNAs about 22 nucleotides in length; each can regulate translation of hundreds of messenger RNA targets, thereby controlling entire gene networks. MicroRNAs are widely represented in the central nervous system. A large number of studies are currently being conducted to investigate the role of microRNAs in the brain functioning. A number of microRNAs have been shown to be involved in the process of synaptic plasticity, as well as in the long-term memory formation. Disruption of microRNA biogenesis leads to significant cognitive dysfunctions. Moreover, impaired microRNA biogenesis is one of the causes of the pathogenesis of mental disorders, neurodegenerative illnesses and senile dementia, which are often accompanied by deterioration in the learning ability and by memory impairment. Optimistic predictions are made that microRNAs can be used as targets for therapeutic treatment and for diagnosing the above pathologies. The importance of applications related to microRNAs significantly raises interest in studying their functions in the brain. Thus, this review is focused on the role of microRNAs in cognitive processes. It describes microRNA biogenesis and the role of miRNAs in the regulation of gene expression, as well as the latest achievements in studying the functional role of microRNAs in learning and in long-term memory formation, depending on the activation or inhibition of their expression. The review presents summarized data on the effect of impaired microRNA biogenesis on long-term memory formation, including those associated with sleep deprivation. In addition, analysis is provided of the current literature related to the prospects of improving cognitive processes by influencing microRNA biogenesis via the use of CRISPR/Cas9 technologies and active mental and physical exercises.

scholarly journals Teori Pembelajaran Kognivistik dan Aplikasinya dalam Pendidikan Islam

2021 ◽  
Vol 10 (2) ◽  
pp. 204-217
Author(s):  
Khoirotul Ni'amah ◽  
Hafidzulloh S M
Keyword(s):  
Cognitive Processes ◽  
Learning Process ◽  
Cognitive Theory ◽  
Short Term Memory ◽  
Cognitive Learning ◽  
Long Term Memory ◽  
Term Memory ◽  
Library Research ◽  
Advanced Organizer

Learning theory will make easier for educators to carry out the form of learning that will be implemented. This article will review the theory of cognitive learning and will provide a complete understanding and explanation so that it can be applied in learning activities. This study uses a qualitative approach and includes library research. The author tries and strives to collect library data related to the cognitive theory of J. Bruner, Ausubel, and Robert M. Gagne and their actualization in Islamic Education learning enriched from several academic sources both from books, scientific articles, previous studies and other scientific writings that related to the topic of this article. The results of this study are the cognitive theory developed by J. Bruner states cognitive processes are enactive, iconic, and symbolic; Ausubel said cognitive processes occur. Advanced organizer (initial arrangement), progressive differentiation, Reconciliation reconciliation (integrative reconciliation), consolidation; Robert M. Gagne states that cognitive processes are through receptors, sensory registers, short-term memory, long-term memory, and response generators. The learning process according to cognitivism is through the stages of assimilation, accommodation, and equilibration, namely the learning process is more directed. This is adjusted to the age of the students, so the stages are enactive, econic, and symbolic.

scholarly journals What helps jazz musicians name tunes from harmony? The relationship between work with harmony and the ability to identify well-known jazz standards from chord progressions

2018 ◽  
Vol 48 (2) ◽  
pp. 215-231 ◽  
Author(s):  
Ivan Jimenez ◽  
Tuire Kuusi
Keyword(s):  
Musical Training ◽  
Formal Training ◽  
Long Term Memory ◽  
Strongly Correlated ◽  
Term Memory ◽  
The Relationship

Research has shown that musical training is associated with a greater ability to aurally connect chord progressions to specific pieces of music. However, it is unclear what specific aspects of musical training contribute to that ability. The present study investigated the effects of various aspects of professional and amateur jazz musicians’ formal training and work with harmony on their ability to identify well-known jazz standards from chord progressions. For participants who were able to identify songs from commercial recordings in this experiment, general long-term involvement with activities believed to increase awareness of harmony, such as playing a harmonic instrument, playing chords by ear, and transcribing harmonic progressions was often not enough to enable them to identify songs from their chord progressions alone. Additionally, the ability to identify songs from chord progressions was most strongly correlated with having played and being able to write out the chord labels of the target pieces from long-term memory. Implications of these and other results of this experiment for our understanding of jazz musicians’ processing and memory of harmonic information are discussed.

Information Processing and Human Memory

2020 ◽  
Author(s):  
Paul Eggen
Keyword(s):  
Working Memory ◽  
Information Processing ◽  
Cognitive Processes ◽  
Cognitive Learning ◽  
Processing System ◽  
Sensory Memory ◽  
Long Term Memory ◽  
Term Memory ◽  
The Individual

Information processing is a cognitive learning theory that helps explain how individuals acquire, process, store, and retrieve information from memory. The cognitive architecture that facilitates the processing of information consists of three components: memory stores, cognitive processes, and metacognition. The memory stores are sensory memory, a virtually unlimited store that briefly holds stimuli from the environment in an unprocessed form until processing begins; working memory, the conscious component of our information processing system, limited in both capacity and duration, where knowledge is organized and constructed in a form that makes sense to the individual; and long-term memory, a vast and durable store that holds an individual’s lifetime of acquired information. Information is moved from sensory memory to working memory using the cognitive processes attention, selectively focusing on a single stimulus, and perception, the process of attaching meaning to stimuli. After information is organized in working memory so it makes sense to the individual, it is represented in long-term memory through the process of encoding, where it can later be retrieved and connected to new information from the environment. Metacognition is a regulatory mechanism that facilitates the use of strategies, such as chunking, automaticity, and distributed processing, that help accommodate the limitations of working memory, and schema activation, organization, elaboration, and imagery that promote the efficient encoding of information into long-term memory. Information processing theory has implications for our daily living ranging from tasks as simple as shopping at a supermarket to those as sophisticated as solving complex problems.

Studies in Musical Cognition: Comments from a Music Theorist

1984 ◽  
Vol 2 (2) ◽  
pp. 245-264 ◽  
Author(s):  
Edwin Hantz
Keyword(s):  
Long Term Memory ◽  
Short Term ◽  
Term Memory ◽  
Fundamental Properties ◽  
Functional Distance ◽  
Musical Cognition ◽  
Memory Representations ◽  
Music Theorist ◽  
Pitch Distance

This article is in three parts. First, four common misconceptions in the psychological literature with regard to the perception of and memory for tonal tunes are isolated and documented. They are (1) that tonal strength is proportional to tune length, (2) that tonality is equivalent to diatonicism, (3) that frequency (pitch) distance is directly proportional to tonal functional distance, and (4) that melodic structure consists only (or mainly) of the note-to-note contour of a melody. Counterexamples to each of these misconceptions are given, forming a framework for a discussion of some of the fundamental properties of tonality. Part two is a brief criticism of short-term recognition paradigms and their use in research on melodies. Part three discusses the limited literature on long-term memory for tunes. The author proposes three modes of long- term memory representations for tunes: images ("visual" shapes), sequences of events ("episodes" of tune-specific contexts), and hierarchic rule-governed structures. It is suggested that the modes may, themselves, constitute a hierarchy, and that accessibility of a given representation is crucially dependent on the requirements of the task and the choice of an appropriate retrieval strategy.

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