Psychology of Music MUSED 681 PERCEPTION & COGNITION

Psychology of Music MUSED 681Psychology of Music MUSED 681

PERCEPTION & COGNITIONPERCEPTION & COGNITION

Collect: Research Project Initial Prospectus

Open Discussion of assigned articleCook, N. (1997). Music and psychology: A mutual regard?

In J. Sloboda & R. Aiello (Eds.), Musical Perceptions

(pp. 66-95). New York: Oxford University Press.

Collect: Research Project Initial Prospectus

Open Discussion of assigned articleCook, N. (1997). Music and psychology: A mutual regard?

In J. Sloboda & R. Aiello (Eds.), Musical Perceptions

(pp. 66-95). New York: Oxford University Press.

Perception & CognitionPerception & Cognition

The process of learning involves both perception and cognition.

Perception: the “process of sensing the environment”

Cognition: “the internal processes of assimilating, organizing, remembering, and recalling information”

(Radocy & Boyle, 2003, pp. 4-5)

The process of learning involves both perception and cognition.

Perception: the “process of sensing the environment”

Cognition: “the internal processes of assimilating, organizing, remembering, and recalling information”

(Radocy & Boyle, 2003, pp. 4-5)


Dimensions of Auditory Perception

Describe basics of hearing process

Bone/Air Conduction

Critical Band

Chroma

Doppler Effect


Describe basics of hearing process

Bone/Air Conduction

Critical Band

Chroma

Doppler Effect



Humans perceive all things relatively not absolutely How long is a quarter note? How loud is forte? What constitutes a bright tone? Sing a C


Humans perceive all things relatively not absolutely How long is a quarter note? How loud is forte? What constitutes a bright tone? Sing a C


Dimensions of Auditory PerceptionDynamics: frequency and loudness do interact, but we hear relatively

louder/softer sounds at any given pitch level.

Dimensions of Auditory PerceptionDynamics: frequency and loudness do interact, but we hear relatively

louder/softer sounds at any given pitch level.



Hearing Impairment Presbycousis

Noise-induced28m Americans have hearing loss; 10m is noise-inducedOSHA Standards< 5% of 6th graders have hearing loss; >60% of college frosh

Ear buds significantly exacerbate the problem

TTS (Temporary Threshold Shift)

Hearing Impairment Presbycousis

Noise-induced28m Americans have hearing loss; 10m is noise-inducedOSHA Standards< 5% of 6th graders have hearing loss; >60% of college frosh

Ear buds significantly exacerbate the problem

TTS (Temporary Threshold Shift)


Melody Apraxia (Tune deafness)

Ear (middle and/or inner)

Brain processing

Poor short-term memory for tones

Vocal motor impairment

Melody Apraxia (Tune deafness)

Ear (middle and/or inner)

Brain processing

Poor short-term memory for tones

Vocal motor impairment


Music Performance Applications (Parncutt & McPherson)

No significant correlation between pitch discrimination skill, pitch matching (vocal or instr) skill, and performance intonation

Trained string players: tend toward sharping tones of ascending tetrachord & flatting descending tones

Opposite for inexperience Listeners and performers prefer a stretched octave Performance Intonation

Improves with experience? Is there improvement in pitch matching and discrimination, or do those

who are weak at this quit (thereby raising the mean scores)?


No significant correlation between pitch discrimination skill, pitch matching (vocal or instr) skill, and performance intonation

Trained string players: tend toward sharping tones of ascending tetrachord & flatting descending tones

Opposite for inexperience Listeners and performers prefer a stretched octave Performance Intonation

Improves with experience? Is there improvement in pitch matching and discrimination, or do those

who are weak at this quit (thereby raising the mean scores)?



Best model for young singers to match: unison (male falsetto), limited vibrato

Best model for young instrumentalists to match: same instrument Provide in-tune examples

(keep piano in tune!; use this to get budget for semi-annual tuning) No difference in performance intonation as a result of tuning to a

target pitch ahead of time (individual wind player performing with recorded ensemble)

Implications of Fletcher-Munson curves for performer


Best model for young singers to match: unison (male falsetto), limited vibrato

Best model for young instrumentalists to match: same instrument Provide in-tune examples

(keep piano in tune!; use this to get budget for semi-annual tuning) No difference in performance intonation as a result of tuning to a

target pitch ahead of time (individual wind player performing with recorded ensemble)

Implications of Fletcher-Munson curves for performer

The Physics of MusicThe Physics of Music

Room Acoustics

Resonance: reinforcement or interference/dampening of vibrations

Resonator: anything that can vibrate

Room Acoustics

Resonance: reinforcement or interference/dampening of vibrations

Resonator: anything that can vibrate


Room Acoustics Reverberation Time = time for sound to decay to one millionth (.000001) of

original intensity Labels

Live = longer = wetDead = short = dry Function of room volume and construction

Larger = longerMore absorbent = shorter

Ideal varies depending on musical mediumGenerally between 1.0 and 1.7 sec

Room Acoustics Reverberation Time = time for sound to decay to one millionth (.000001) of

original intensity Labels

Live = longer = wetDead = short = dry Function of room volume and construction

Larger = longerMore absorbent = shorter

Ideal varies depending on musical mediumGenerally between 1.0 and 1.7 sec


Room Acoustics Interference/cancellation (mentioned earlier)Reflection/Absorption

Soft vs. Hard surfacesRefraction (bending): hearing a band from a long distance while others closer (but different location/direction) hear nothingDiffraction: passing through small openings or around corners

Some waves will be changed, depending on size, etc.

Room Acoustics Interference/cancellation (mentioned earlier)Reflection/Absorption

Soft vs. Hard surfacesRefraction (bending): hearing a band from a long distance while others closer (but different location/direction) hear nothingDiffraction: passing through small openings or around corners

Some waves will be changed, depending on size, etc.


Room Acoustics Sound distribution – even is preferable

No live and dead spots

Even is encouraged by rough, irregular surfaces; NON-symmetrical

Room Acoustics Sound distribution – even is preferable

No live and dead spots

Even is encouraged by rough, irregular surfaces; NON-symmetrical


Room Acoustics Precedence (Directional) Effect

Room Acoustics Precedence (Directional) Effect


COGNITION

The internal processes of assimilating, organizing, remembering, and recalling information.

COGNITION

The internal processes of assimilating, organizing, remembering, and recalling information.


Learning Theory Behaviorism

Founded in the empirically established processes of classical conditioning (Pavlov, 1927) and operant conditioning (Skinner, 1938).

Association learning, a more general term, results as a person learns to associate a pleasing or displeasing result with a specific behavior: immediate and consistent reinforcement progressively shapes a desired response.

Learning Theory Behaviorism

Founded in the empirically established processes of classical conditioning (Pavlov, 1927) and operant conditioning (Skinner, 1938).

Association learning, a more general term, results as a person learns to associate a pleasing or displeasing result with a specific behavior: immediate and consistent reinforcement progressively shapes a desired response.


Learning Theory Cognitivism

A response to behaviorism: people are not “programmed animals” that merely respond to environmental stimuli; people are rational beings that require active participation in order to learn, and whose actions are a consequence of thinking.

The mind is analogous to a computer Evolved out of the Gestalt psychology of the 1930s, which

postulated that learners engage in proactive problem solving and do not simply react to new experiences.


A response to behaviorism: people are not “programmed animals” that merely respond to environmental stimuli; people are rational beings that require active participation in order to learn, and whose actions are a consequence of thinking.

The mind is analogous to a computer Evolved out of the Gestalt psychology of the 1930s, which

postulated that learners engage in proactive problem solving and do not simply react to new experiences.



“Learners actively construct knowledge on the basis of their reactions to sensory stimuli” (Taetle & Cutietta, 2002, p. 282); this proactive processing of information is unique for each individual.

Personal perception becomes profoundly significant, particularly in a content area such as music, due to the potential that individual learners will perceive the same musical input quite differently.


“Learners actively construct knowledge on the basis of their reactions to sensory stimuli” (Taetle & Cutietta, 2002, p. 282); this proactive processing of information is unique for each individual.

Personal perception becomes profoundly significant, particularly in a content area such as music, due to the potential that individual learners will perceive the same musical input quite differently.


Learning TheoryGagné’s integration of behaviorism and cognitivism Chaining (Gagné, 1985) results when very simple stimulus-response

connections are linked together in sequence, thereby creating more complex and higher-order associations.

Pivot point of EncodingThe process of encoding, and the subsequent entry of the encoded information into long-term memory, may be considered the central and critical event in an act of learning…. This pivotal process of encoding may obviously be affected by events in the learner’s environment or events planned as part of instruction. A particular scheme for encoding may be directly communicated to the learner…. As a second possibility, learners may be encouraged to provide their own individual encoding schemes. (p. 82).

Learning TheoryGagné’s integration of behaviorism and cognitivism Chaining (Gagné, 1985) results when very simple stimulus-response

connections are linked together in sequence, thereby creating more complex and higher-order associations.

Pivot point of EncodingThe process of encoding, and the subsequent entry of the encoded information into long-term memory, may be considered the central and critical event in an act of learning…. This pivotal process of encoding may obviously be affected by events in the learner’s environment or events planned as part of instruction. A particular scheme for encoding may be directly communicated to the learner…. As a second possibility, learners may be encouraged to provide their own individual encoding schemes. (p. 82).


Learning Theory Cognitive theory highlights the importance of considering

all perceptual differences, including those related to maturation. Developmental Theory

Piaget

Sensorimotor, Pre-Operational, Concrete Operations,

Formal Operations Bruner

Enactive, Iconic, and Symbolic

Learning Theory Cognitive theory highlights the importance of considering

all perceptual differences, including those related to maturation. Developmental Theory

Piaget

Sensorimotor, Pre-Operational, Concrete Operations,

Formal Operations Bruner

Enactive, Iconic, and Symbolic

Next WeekNext Week

UPDATENo class next ThursdayNo eJournal due on Wednesday, Oct. ???

Revised eJournal dates:

Sept. 19, 26 (full)

October 3, 10, 17, 24, 31 (full)November 7 (full)Nov. 14 (response to Nov. 8 lecture only)Dec. 5 (summary of Nov. 29 presentations)

Dec. 12 (summary of Dec. 6 presentations)

• Project Draft #1

UPDATENo class next ThursdayNo eJournal due on Wednesday, Oct. ???

Revised eJournal dates:

Sept. 19, 26 (full)

October 3, 10, 17, 24, 31 (full)November 7 (full)Nov. 14 (response to Nov. 8 lecture only)Dec. 5 (summary of Nov. 29 presentations)

Dec. 12 (summary of Dec. 6 presentations)

• Project Draft #1

Next WeekNext Week

• Reading assignmentsChs. 7 & 9

Sound Connections Chs. 2 & 3 (Course Packet)

• eJournal due Wednesday 8 AM• Continue work on Research Project Draft #1

• Reading assignmentsChs. 7 & 9

Sound Connections Chs. 2 & 3 (Course Packet)

• eJournal due Wednesday 8 AM• Continue work on Research Project Draft #1

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Psychology of Music MUSED 681 PERCEPTION & COGNITION