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href="https://hslu.academia.edu/DawnRose">Dawn Rose</a><p class="suggested-user-card__user-info__subheader ds2-5-body-xs">Lucerne University of Applied Sciences and Arts</p></div></div></ul></div><div class="ri-section"><div class="ri-section-header"><span>Interests</span></div><div class="ri-tags-container"><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="29547711" href="https://www.academia.edu/Documents/in/Cognitive_Enhancement"><div id="js-react-on-rails-context" style="display:none" data-rails-context="{"inMailer":false,"i18nLocale":"en","i18nDefaultLocale":"en","href":"https://utoronto.academia.edu/GlennSchellenberg","location":"/GlennSchellenberg","scheme":"https","host":"utoronto.academia.edu","port":null,"pathname":"/GlennSchellenberg","search":null,"httpAcceptLanguage":null,"serverSide":false}"></div> <div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" 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data-props="{"color":"gray","children":["Music Cognition"]}" data-trace="false" data-dom-id="Pill-react-component-437fc8f1-fc58-4c35-89e0-533d8d1fb4a3"></div> <div id="Pill-react-component-437fc8f1-fc58-4c35-89e0-533d8d1fb4a3"></div> </a></div></div></div></div><div class="right-panel-container"><div class="user-content-wrapper"><div class="uploads-container" id="social-redesign-work-container"><div class="upload-header"><h2 class="ds2-5-heading-sans-serif-xs">Uploads</h2></div><div class="nav-container backbone-profile-documents-nav hidden-xs"><ul class="nav-tablist" role="tablist"><li class="nav-chip active" role="presentation"><a data-section-name="" data-toggle="tab" href="#all" role="tab">all</a></li><li class="nav-chip" role="presentation"><a class="js-profile-docs-nav-section u-textTruncate" data-click-track="profile-works-tab" data-section-name="Book-Chapters" data-toggle="tab" href="#bookchapters" role="tab" title="Book Chapters"><span>2</span> <span class="ds2-5-body-sm-bold">Book Chapters</span></a></li><li class="nav-chip" role="presentation"><a class="js-profile-docs-nav-section u-textTruncate" data-click-track="profile-works-tab" data-section-name="Papers" data-toggle="tab" href="#papers" role="tab" title="Papers"><span>156</span> <span class="ds2-5-body-sm-bold">Papers</span></a></li><li class="nav-chip" role="presentation"><a class="js-profile-docs-nav-section u-textTruncate" data-click-track="profile-works-tab" data-section-name="most-recent-first" data-toggle="tab" href="#mostrecentfirst" role="tab" title="most recent first"><span>12</span> <span class="ds2-5-body-sm-bold">most recent first</span></a></li></ul></div><div class="divider ds-divider-16" style="margin: 0px;"></div><div class="documents-container backbone-social-profile-documents" style="width: 100%;"><div class="u-taCenter"></div><div class="profile--tab_content_container js-tab-pane tab-pane active" id="all"><div class="profile--tab_heading_container js-section-heading" data-section="Book Chapters" id="Book Chapters"><h3 class="profile--tab_heading_container">Book Chapters by Glenn Schellenberg</h3></div><div class="js-work-strip profile--work_container" data-work-id="31816630"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/31816630/Music_Training"><img alt="Research paper thumbnail of Music Training" class="work-thumbnail" src="https://attachments.academia-assets.com/52112784/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/31816630/Music_Training">Music Training</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://utoronto.academia.edu/SwathiSwaminathan">Swathi Swaminathan</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://utoronto.academia.edu/GlennSchellenberg">Glenn Schellenberg</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Despite having received much research attention, studies of transfer effects of music lessons hav...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Despite having received much research attention, studies of transfer effects of music lessons have predominantly involved correlational designs, which make it impossible to determine whether music lessons are the cause rather than consequence of improved cognitive performance. Moreover, the relatively small number of experimental and longitudinal studies that exist tends to report small, limited, or mixed effects. As a way forward, we propose that future research could examine the extent to which music lessons train general and specific cognitive abilities, the mechanisms by which such transfer occurs, the characteristics of the trainee and training program, and the larger social context in which such training is received.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="2fe0dcd931fff25168dabada530aaa97" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":52112784,"asset_id":31816630,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/52112784/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="31816630"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="31816630"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 31816630; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=31816630]").text(description); $(".js-view-count[data-work-id=31816630]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 31816630; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='31816630']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "2fe0dcd931fff25168dabada530aaa97" } } $('.js-work-strip[data-work-id=31816630]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":31816630,"title":"Music Training","internal_url":"https://www.academia.edu/31816630/Music_Training","owner_id":806601,"coauthors_can_edit":true,"owner":{"id":806601,"first_name":"Swathi","middle_initials":"","last_name":"Swaminathan","page_name":"SwathiSwaminathan","domain_name":"utoronto","created_at":"2011-10-02T12:19:43.883-07:00","display_name":"Swathi Swaminathan","url":"https://utoronto.academia.edu/SwathiSwaminathan"},"attachments":[{"id":52112784,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/52112784/thumbnails/1.jpg","file_name":"SwaminathanSchellenberg2016Chapter.pdf","download_url":"https://www.academia.edu/attachments/52112784/download_file","bulk_download_file_name":"Music_Training.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/52112784/SwaminathanSchellenberg2016Chapter-libre.pdf?1489240150=\u0026response-content-disposition=attachment%3B+filename%3DMusic_Training.pdf\u0026Expires=1739801205\u0026Signature=f4yzl8T9zHGREQVdDoqF6VSIAqrhP-EIxcUkCpJ-WYI6XzMpzGAeJ-7qsBnPPqF6c5KHJSLU2GcL0u6P0hZasiDgIo0DZSUOD101RjHpJID~~4EWuH383VY3AAoxGfVkXQSRqhElS~dMVeWEBEIOduZY2IyugrTyGQrUe9ls876A-6jNP1SLCKF3F~Ek0tCHgW6KKcs0tMaBFXlAs6i1rGAe0mB68HfaC1C5NUm6th8rSXXqqhA5IfAkt5hmI-E9xaU9NXOFgi5wm81wIeVMCMc9nx3HPSLhQAIqGmIae22v42KEx6LkttV~yCHRNtAJPdwCyRUXuKqmUdH2VrRMxQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="9761246"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/9761246/Arts_education_academic_achievement_and_cognitive_ability"><img alt="Research paper thumbnail of Arts education, academic achievement, and cognitive ability. " class="work-thumbnail" src="https://attachments.academia-assets.com/37471947/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/9761246/Arts_education_academic_achievement_and_cognitive_ability">Arts education, academic achievement, and cognitive ability. </a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://utoronto.academia.edu/SwathiSwaminathan">Swathi Swaminathan</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://utoronto.academia.edu/GlennSchellenberg">Glenn Schellenberg</a></span></div><div class="wp-workCard_item"><span>In P.L. Tinio, & J.K. Smith (Eds.). The Cambridge Handbook of the Psychology of Aesthetics and the Arts. Cambridge, UK: Cambridge University Press, pp.364-384.</span><span>, 2014</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="60ec9cf770e8abc821ecaf3b213c9b7a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":37471947,"asset_id":9761246,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/37471947/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="9761246"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="9761246"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 9761246; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=9761246]").text(description); $(".js-view-count[data-work-id=9761246]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 9761246; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='9761246']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "60ec9cf770e8abc821ecaf3b213c9b7a" } } $('.js-work-strip[data-work-id=9761246]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":9761246,"title":"Arts education, academic achievement, and cognitive ability. ","internal_url":"https://www.academia.edu/9761246/Arts_education_academic_achievement_and_cognitive_ability","owner_id":806601,"coauthors_can_edit":true,"owner":{"id":806601,"first_name":"Swathi","middle_initials":"","last_name":"Swaminathan","page_name":"SwathiSwaminathan","domain_name":"utoronto","created_at":"2011-10-02T12:19:43.883-07:00","display_name":"Swathi Swaminathan","url":"https://utoronto.academia.edu/SwathiSwaminathan"},"attachments":[{"id":37471947,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/37471947/thumbnails/1.jpg","file_name":"Chap15_Swaminathan_Schellenberg.pdf","download_url":"https://www.academia.edu/attachments/37471947/download_file","bulk_download_file_name":"Arts_education_academic_achievement_and.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/37471947/Chap15_Swaminathan_Schellenberg-libre.pdf?1430444971=\u0026response-content-disposition=attachment%3B+filename%3DArts_education_academic_achievement_and.pdf\u0026Expires=1739243539\u0026Signature=CGiBYXDP6fpIP2aTt~5gVN-qWUoCSNCRNDuy00cXXB-~OUX3q0kFvcoF-UAnNe-sBt5Jtxgkogf8fVsydrAeHXpnZQAlScs12ApLJS4eU8ASvqo8zknSjiwK5-DN8R5aFpyP2kB2q7xeobEVcxMvVUuRFy0yzynIs7ww6Gd6RD6RKavVXPN3ZnqafXjtUMKbjuGHhbp8E2pCSfJPWINkjNSchXcA8HOp5ym6GZLmvbL8-ow71V3b9BBhQuyfnudAAmZLQd1J4ZDtyqfInf0trUvci8CFXA0U02J60VqpbwOIMNpiGwt66FbNx3-TtY6faPDg2Y58cTUzyOJURvcEWQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="profile--tab_heading_container js-section-heading" data-section="Papers" id="Papers"><h3 class="profile--tab_heading_container">Papers by Glenn Schellenberg</h3></div><div class="js-work-strip profile--work_container" data-work-id="119665655"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/119665655/Individual_differences_in_musical_ability_among_adults_with_no_music_training"><img alt="Research paper thumbnail of Individual differences in musical ability among adults with no music training" class="work-thumbnail" src="https://attachments.academia-assets.com/115037469/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/119665655/Individual_differences_in_musical_ability_among_adults_with_no_music_training">Individual differences in musical ability among adults with no music training</a></div><div class="wp-workCard_item"><span>Quarterly Journal of Experimental Psychology</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Good musical abilities are typically considered to be a consequence of music training, such that ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Good musical abilities are typically considered to be a consequence of music training, such that they are studied in samples of formally trained individuals. Here, we asked what predicts musical abilities in the absence of music training. Participants with no formal music training ( N = 190) completed the Goldsmiths Musical Sophistication Index, measures of personality and cognitive ability, and the Musical Ear Test (MET). The MET is an objective test of musical abilities that provides a Total score and separate scores for its two subtests (Melody and Rhythm), which require listeners to determine whether standard and comparison auditory sequences are identical. MET scores had no associations with personality traits. They correlated positively, however, with informal musical experience and cognitive abilities. Informal musical experience was a better predictor of Melody than of Rhythm scores. Some participants (12%) had Total scores higher than the mean from a sample of musically tra...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="21893006aa33861ce037428c0d041ad5" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":115037469,"asset_id":119665655,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/115037469/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="119665655"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="119665655"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 119665655; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=119665655]").text(description); $(".js-view-count[data-work-id=119665655]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 119665655; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='119665655']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "21893006aa33861ce037428c0d041ad5" } } $('.js-work-strip[data-work-id=119665655]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":119665655,"title":"Individual differences in musical ability among adults with no music training","internal_url":"https://www.academia.edu/119665655/Individual_differences_in_musical_ability_among_adults_with_no_music_training","owner_id":29547711,"coauthors_can_edit":true,"owner":{"id":29547711,"first_name":"Glenn","middle_initials":null,"last_name":"Schellenberg","page_name":"GlennSchellenberg","domain_name":"utoronto","created_at":"2015-04-13T13:29:04.862-07:00","display_name":"Glenn Schellenberg","url":"https://utoronto.academia.edu/GlennSchellenberg"},"attachments":[{"id":115037469,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/115037469/thumbnails/1.jpg","file_name":"article_90756.pdf","download_url":"https://www.academia.edu/attachments/115037469/download_file","bulk_download_file_name":"Individual_differences_in_musical_abilit.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/115037469/article_90756-libre.pdf?1716238793=\u0026response-content-disposition=attachment%3B+filename%3DIndividual_differences_in_musical_abilit.pdf\u0026Expires=1739801205\u0026Signature=PApceOGyHSB93t0AilXpfyHK3QE0W4Zd5hWe9X~HgkLk~LX4DyDYHbs00P0hy2NmPvF1GcQpdaxMMu~ekYroafBeG80SaCxBL-qUpqV2-3tZKPMtbaHUZXdKQ34-u02jALaP7IPZjzwLgG-Zdh8TU2wzeMCJHmsTeuspQsuTbSDA6ucKB0T2cY513mSJJ2SJU5~gmDDe39RFbBQVpMOOY2MgOSmA6j1UC8pdZo4cmzQ~U0u8pm0gCsbuTDW8KNYoBH4amzXGY1BB0T2I9CUl92Z~4QqnWqfSiVCKRs0A7Q2E3UIOmhOEylQc3jok~~bOjtyqsBs8f0Pxl748IRO8aw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="115870481"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/115870481/Can_Musical_Ability_be_Tested_Online"><img alt="Research paper thumbnail of Can Musical Ability be Tested Online?" class="work-thumbnail" src="https://attachments.academia-assets.com/112157922/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/115870481/Can_Musical_Ability_be_Tested_Online">Can Musical Ability be Tested Online?</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">We sought to determine whether an objective test of musical ability could be administered online ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">We sought to determine whether an objective test of musical ability could be administered online successfully. A sample of 754 participants was tested with an online version of the Musical Ear Test (MET), which had Melody and Rhythm subtests. Both subtests had 52 trials, each of which required participants to determine whether standard and comparison auditory sequences were identical. The testing session also included the Goldsmiths Musical Sophistication Index (Gold-MSI), a test of general cognitive ability, and self-report questionnaires that measured basic demographics (age, education, gender), mind wandering, and personality. Approximately 20% of the participants were excluded for incomplete responding or failing to finish the testing session. For the final sample (N = 608), findings were similar to those from in-person testing in many respects: (1) the internal reliability of the MET was maintained, (2) construct validity was confirmed by strong associations with Gold-MSI score...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ca8eb89b2e38751c41f48907b01c26e1" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":112157922,"asset_id":115870481,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/112157922/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="115870481"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="115870481"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 115870481; 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Adults with exclusive exposure to Western music, and adults with exposure to non-Western as well as Western music were tested on their perception of metrical changes in foreign (Turkish) music with simple and complex meters. Those whose exposure was limited to the simple meters of Western music were only able to detect the metrical changes in Turkish music with simple meter. By contrast, adults with exposure to non-Western music with complex meters detected the metrical changes in Turkish music with complex as well as simple meter. The superiority of the bi-musical listeners on complex meters and the equivalence of bi-musical and mono-musical listeners on simple meters suggest that exposure to complex meters rather than bi-musicality was responsible for the performance differences. iii Acknowledgments I would like to thank my family and my dear "sister" Ruxandra Luca, who supported and encouraged me during the writing process of this work. Thank you Ali Khachan for driving me around town during this busy time, for your technical support, and last but not least, for motivating me. Thank you Ganesh Ramachandran for your inspiration and the information you provided me about Indian musical culture. In particular, I would like to thank Jon Prince for coming to my aid for any technical problem, no matter how complicated.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="25e7a25b7734b411066e35ad333d74de" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":84946750,"asset_id":77098927,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/84946750/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="77098927"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="77098927"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 77098927; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=77098927]").text(description); $(".js-view-count[data-work-id=77098927]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 77098927; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='77098927']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "25e7a25b7734b411066e35ad333d74de" } } $('.js-work-strip[data-work-id=77098927]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":77098927,"title":"Cross-cultural differences in meter perception","internal_url":"https://www.academia.edu/77098927/Cross_cultural_differences_in_meter_perception","owner_id":29547711,"coauthors_can_edit":true,"owner":{"id":29547711,"first_name":"Glenn","middle_initials":null,"last_name":"Schellenberg","page_name":"GlennSchellenberg","domain_name":"utoronto","created_at":"2015-04-13T13:29:04.862-07:00","display_name":"Glenn Schellenberg","url":"https://utoronto.academia.edu/GlennSchellenberg"},"attachments":[{"id":84946750,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/84946750/thumbnails/1.jpg","file_name":"Kalender_Beste_200911_MA_thesis.pdf","download_url":"https://www.academia.edu/attachments/84946750/download_file","bulk_download_file_name":"Cross_cultural_differences_in_meter_perc.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/84946750/Kalender_Beste_200911_MA_thesis-libre.pdf?1650953208=\u0026response-content-disposition=attachment%3B+filename%3DCross_cultural_differences_in_meter_perc.pdf\u0026Expires=1739801205\u0026Signature=E0gN5dhdggXcpwKxiJUrF3ChVQ9fZV4jYYzYhTMXxxOtLP-zDKrj7A8aMng-IHwldAyjlTrH5CZi3MOGiGCzny8xcxPn1EYxrKGxskLE4y7-osx4VIhzTeXVgRlR1rkP-HjPGMUska3mrORgGfRbCUvz4BRAyi-VVZqp1fjQdbinTbVuVEMVmX1S1g-5vESz23tCJluWlccCaqpllWuOGZ31jCEHSYbNDR~gJ07cYWAeAp74WuWSDZg5qGjrfbi3WGPMz81KHpMmduKJoAUZg7R656jBiN4UDRZcuj43apIuZey1AoTRKULNGrnG3q2z3Pum9xOWD0sRYciEcoTQvQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="75569044"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/75569044/NATURAL_MUSICAL_INTERVALS_Evidence_From_Infant_Listeners"><img alt="Research paper thumbnail of NATURAL MUSICAL INTERVALS:. Evidence From Infant Listeners" class="work-thumbnail" src="https://attachments.academia-assets.com/83462912/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/75569044/NATURAL_MUSICAL_INTERVALS_Evidence_From_Infant_Listeners">NATURAL MUSICAL INTERVALS:. Evidence From Infant Listeners</a></div><div class="wp-workCard_item"><span>Psychological Science</span><span>, 1996</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Ancient and medieval scholars considered tones related by simple (small-integer) ratios to be nat...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Ancient and medieval scholars considered tones related by simple (small-integer) ratios to be naturally pleasing, but contemporary scholars attribute the special perceptual status of such sounds to exposure We investigated the possibility of processing predispositions for some tone combinations by evaluating infants&#39; ability to detect subtle changes to patterns of simultaneous and sequential tones Infants detected such changes to pairs of pure tones (intervals) only when the tones were related by simple frequency ratios This was the case for 9-month-old infants tested with harmonic (simultaneous) intervals and for 6-month-old infants tested with melodic (sequential) intervals These results are consistent with a biological basis for the prevalence of particular intervals historically and cross-culturally</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9c9a289b4abed37dcdca67caecf10d86" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":83462912,"asset_id":75569044,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/83462912/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="75569044"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="75569044"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 75569044; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=75569044]").text(description); $(".js-view-count[data-work-id=75569044]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 75569044; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='75569044']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "9c9a289b4abed37dcdca67caecf10d86" } } $('.js-work-strip[data-work-id=75569044]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":75569044,"title":"NATURAL MUSICAL INTERVALS:. 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We asked whether such differences could be explained by variables other than music training, including socioeconomic status (SES), short-term memory, general cognitive ability, and personality. In a sample of undergraduates, musical competence had positive simple associations with duration of music training, SES, short-term memory, general cognitive ability, and openness-to-experience. When these predictors were considered jointly, musical competence had positive partial associations with music training, general cognitive ability, and openness. Nevertheless, moderation analyses revealed that the partial association between musical competence and music training was evident only among participants who scored below the mean on our measure of general cognitive ability. Moreover, general cognitive ability and openness had indirect associations wit...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="be9aac5d58e7de90f7b9ffaf0e4d57d7" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":82927910,"asset_id":74968060,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/82927910/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="74968060"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="74968060"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 74968060; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="74968059"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/74968059/O_ouvido_absoluto_n%C3%A3o_facilita_a_memoriza%C3%A7%C3%A3o_de_melodias"><img alt="Research paper thumbnail of O ouvido absoluto não facilita a memorização de melodias" class="work-thumbnail" src="https://attachments.academia-assets.com/83640698/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/74968059/O_ouvido_absoluto_n%C3%A3o_facilita_a_memoriza%C3%A7%C3%A3o_de_melodias">O ouvido absoluto não facilita a memorização de melodias</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Resumo: Um estudo recente investigou o desempenho de adultos em uma tarefa de memória musical e m...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Resumo: Um estudo recente investigou o desempenho de adultos em uma tarefa de memória musical e mostrou que melodias vocais são mais lembradas que melodias instrumentais. Usando uma tarefa semelhante, o presente estudo buscou investigar a memória musical de músicos e de não-músicos e, em seguida, comparou o desempenho de músicos portadores e não portadores de ouvido absoluto. Todos os participantes, na primeira fase do experimento, ouviram melodias desconhecidas, apresentadas em diferentes timbres (piano, voz, marimba e banjo). Subsequentemente, os participantes foram testados no reconhecimento das melodias apresentadas na primeira fase quando misturadas a melodias inéditas. Os resultados mostraram, em primeiro lugar, que músicos tem uma memória para melodias melhor do que não-músicos. Mostraram também que o desempenho de músicos com e sem ouvido absoluto não difere em uma tarefa de reconhecimento de melodias. E, por fim, indicaram igualmente que, mesmo entre músicos, as melodias vocais são lembradas com mais facilidade que as instrumentais.! Palavras-chave: memória musical, processamento vocal, ouvido absoluto! !</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f0dfd10b7eb7b45c074100a68cc32283" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":83640698,"asset_id":74968059,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/83640698/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="74968059"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="74968059"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 74968059; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="74968058"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/74968058/Pianists_exhibit_enhanced_memory_for_vocal_melodies_but_not_piano_melodies"><img alt="Research paper thumbnail of Pianists exhibit enhanced memory for vocal melodies but not piano melodies" class="work-thumbnail" src="https://attachments.academia-assets.com/83641165/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/74968058/Pianists_exhibit_enhanced_memory_for_vocal_melodies_but_not_piano_melodies">Pianists exhibit enhanced memory for vocal melodies but not piano melodies</a></div><div class="wp-workCard_item"><span>Quarterly journal of experimental psychology (2006)</span><span>, Jan 2, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Nonmusicians remember vocal melodies (i.e., sung to la la) better than instrumental melodies. If ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Nonmusicians remember vocal melodies (i.e., sung to la la) better than instrumental melodies. If greater exposure to the voice contributes to those effects, then long-term experience with instrumental timbres should elicit instrument-specific advantages. Here we evaluate this hypothesis by comparing pianists with other musicians and nonmusicians. We also evaluate the possibility that absolute pitch (AP), which involves exceptional memory for isolated pitches, influences melodic memory. Participants heard 24 melodies played in four timbres (voice, piano, banjo, marimba) and were subsequently required to distinguish the melodies heard previously from 24 novel melodies presented in the same timbres. Musicians performed better than nonmusicians, but both groups showed a comparable memory advantage for vocal melodies. Moreover, pianists performed no better on melodies played on piano than on other instruments, and AP musicians performed no differently than non-AP musicians. The findings ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="993493950cf8cf92a8461a9f59496e6d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":83641165,"asset_id":74968058,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/83641165/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="74968058"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="74968058"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 74968058; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="74968057"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/74968057/Music_Cognition_A_Developmental_Perspective"><img alt="Research paper thumbnail of Music Cognition: A Developmental Perspective" class="work-thumbnail" src="https://attachments.academia-assets.com/83641219/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/74968057/Music_Cognition_A_Developmental_Perspective">Music Cognition: A Developmental Perspective</a></div><div class="wp-workCard_item"><span>Topics in Cognitive Science</span><span>, 2012</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Although music is universal, there is a great deal of cultural variability in music structures. N...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Although music is universal, there is a great deal of cultural variability in music structures. Nevertheless, some aspects of music processing generalize across cultures, whereas others rely heavily on the listening environment. Here, we discuss the development of musical knowledge, focusing on four themes: (a) capabilities that are present early in development; (b) culture-general and culture-specific aspects of pitch and rhythm processing; (c) age-related changes in pitch perception; and (d) developmental changes in how listeners perceive emotion in music.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="aaf8622323b17c2a8ce4c1f58ceff139" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":83641219,"asset_id":74968057,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/83641219/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="74968057"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="74968057"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 74968057; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="74968055"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/74968055/Lullabies_and_Simplicity_A_Cross_Cultural_Perspective"><img alt="Research paper thumbnail of Lullabies and Simplicity: A Cross-Cultural Perspective" class="work-thumbnail" src="https://attachments.academia-assets.com/83641418/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/74968055/Lullabies_and_Simplicity_A_Cross_Cultural_Perspective">Lullabies and Simplicity: A Cross-Cultural Perspective</a></div><div class="wp-workCard_item"><span>Psychology of Music</span><span>, 1992</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Pairs of folk lullabies and comparison songs from different cultures were presented to adult list...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Pairs of folk lullabies and comparison songs from different cultures were presented to adult listeners, who were required to choose the simpler song in each pair. Adults judged the lullaby excerpts as simpler whether presented with original field recordings, low-pass filtered versions that made the words unintelligible or excerpts synthesised with a uniform (piano) timbre. Structural analyses of the songs failed to reveal musical features that differentiated lullabies from other songs. Nevertheless, such analyses revealed melodic features that predicted adults&#39; identification of lullabies.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f9430d8f1a7c54afe4eba2b377788afa" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":83641418,"asset_id":74968055,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/83641418/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="74968055"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="74968055"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 74968055; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=74968055]").text(description); $(".js-view-count[data-work-id=74968055]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 74968055; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='74968055']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="74968052"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/74968052/Fast_and_loud_background_music_disrupts_reading_comprehension"><img alt="Research paper thumbnail of Fast and loud background music disrupts reading comprehension" class="work-thumbnail" src="https://attachments.academia-assets.com/83640945/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/74968052/Fast_and_loud_background_music_disrupts_reading_comprehension">Fast and loud background music disrupts reading comprehension</a></div><div class="wp-workCard_item"><span>Psychology of Music</span><span>, 2012</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">We examined the effect of background music on reading comprehension. Because the emotional conseq...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">We examined the effect of background music on reading comprehension. Because the emotional consequences of music listening are affected by changes in tempo and intensity, we manipulated these variables to create four repeated-measures conditions: slow/low, slow/high, fast/low, fast/high. Tempo and intensity manipulations were selected to be psychologically equivalent in magnitude (pilot study 1). In each condition, 25 participants were given four minutes to read a passage, followed by three minutes to answer six multiple-choice questions. Baseline performance was established by having control participants complete the reading task in silence (pilot study 2). A significant tempo by intensity interaction was observed, with comprehension in the fast/high condition falling significantly below baseline. These findings reveal that listening to background instrumental music is most likely to disrupt reading comprehension when the music is fast and loud.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="3a6da29824f78982213c8673f895b4c0" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":83640945,"asset_id":74968052,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/83640945/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="74968052"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="74968052"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 74968052; 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dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "3a6da29824f78982213c8673f895b4c0" } } $('.js-work-strip[data-work-id=74968052]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":74968052,"title":"Fast and loud background music disrupts reading comprehension","internal_url":"https://www.academia.edu/74968052/Fast_and_loud_background_music_disrupts_reading_comprehension","owner_id":29547711,"coauthors_can_edit":true,"owner":{"id":29547711,"first_name":"Glenn","middle_initials":null,"last_name":"Schellenberg","page_name":"GlennSchellenberg","domain_name":"utoronto","created_at":"2015-04-13T13:29:04.862-07:00","display_name":"Glenn Schellenberg","url":"https://utoronto.academia.edu/GlennSchellenberg"},"attachments":[{"id":83640945,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/83640945/thumbnails/1.jpg","file_name":"Fast_and_loud_background_music_disrupts_20220409-1893-1eb0hjw.pdf","download_url":"https://www.academia.edu/attachments/83640945/download_file","bulk_download_file_name":"Fast_and_loud_background_music_disrupts.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/83640945/Fast_and_loud_background_music_disrupts_20220409-1893-1eb0hjw.pdf?1738489660=\u0026response-content-disposition=attachment%3B+filename%3DFast_and_loud_background_music_disrupts.pdf\u0026Expires=1739801205\u0026Signature=QC39gc6rvreojX4ScnZ9Tzii7jUgWEFtITH~behi8tinTf3luRlw2QuOURg3I5i9toxmGag5VJiDTpurck8NU0JeiZCkbAx79ExLNopQmUenSydzKAOMUHyrruHicqypYl5OBTu1hnANTltpTfEepd3TcP1IuxvzDdG~mRiotoHYUfKSieVEpH-kf87dW4koOB22pvaqsDq2CO8uKSwErPRKBRPwXYOmKLJ-A4Cr546FTHso4cOf58OnJjFf5e80VIcUsGpdSndvTZaRGTsgEqijx1aGaO1UJU-O20gHb8AzwwVjVDesWwv57UZAv6RMN5kSy5i3LvCMXC9Pj7k33g__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="74968050"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/74968050/Good_Pitch_Memory_Is_Widespread"><img alt="Research paper thumbnail of Good Pitch Memory Is Widespread" class="work-thumbnail" src="https://attachments.academia-assets.com/83641631/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/74968050/Good_Pitch_Memory_Is_Widespread">Good Pitch Memory Is Widespread</a></div><div class="wp-workCard_item"><span>Psychological Science</span><span>, 2003</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Here we show that good pitch memory is widespread among adults with no musical training. We teste...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Here we show that good pitch memory is widespread among adults with no musical training. We tested unselected college students on their memory for the pitch level of instrumental soundtracks from familiar television programs. Participants heard 5-s excerpts either at the original pitch level or shifted upward or downward by 1 or 2 semitones. They successfully identified the original pitch levels. Other participants who heard comparable excerpts from unfamiliar recordings could not do so. These findings reveal that ordinary listeners retain fine-grained information about pitch level over extended periods. Adults&#39; reportedly poor memory for pitch is likely to be a by-product of their inability to name isolated pitches.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4ff520280c24589568c7a8fd668b7c30" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":83641631,"asset_id":74968050,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/83641631/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="74968050"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="74968050"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 74968050; 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dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "4ff520280c24589568c7a8fd668b7c30" } } $('.js-work-strip[data-work-id=74968050]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":74968050,"title":"Good Pitch Memory Is Widespread","internal_url":"https://www.academia.edu/74968050/Good_Pitch_Memory_Is_Widespread","owner_id":29547711,"coauthors_can_edit":true,"owner":{"id":29547711,"first_name":"Glenn","middle_initials":null,"last_name":"Schellenberg","page_name":"GlennSchellenberg","domain_name":"utoronto","created_at":"2015-04-13T13:29:04.862-07:00","display_name":"Glenn Schellenberg","url":"https://utoronto.academia.edu/GlennSchellenberg"},"attachments":[{"id":83641631,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/83641631/thumbnails/1.jpg","file_name":"006.pdf","download_url":"https://www.academia.edu/attachments/83641631/download_file","bulk_download_file_name":"Good_Pitch_Memory_Is_Widespread.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/83641631/006-libre.pdf?1649564281=\u0026response-content-disposition=attachment%3B+filename%3DGood_Pitch_Memory_Is_Widespread.pdf\u0026Expires=1739801205\u0026Signature=WT53XRi4QmadmDI~ZSFPT-gHMrAN8yih61268RWiFoQ-Zk3BC7qAUKH2Bv-8Gw9KTK7a93UGI5bN78UK7G43oXqLYsEf7OcfHOAaKvG5kRoNjMSwTHJb8xXAg3bAXFtL~Xhp3NNOPB4TVAh2Es06FLyA~8TR4pQWl6nhSaTnXQFe8LPUEymsdZtjpxYRBEUSD3XJyCAJiz1k0O5bOs~kr01AF4VpbCH5raiNkmR0HLeHoVtHq1Lfjh8NbjvflE6hrrHaR7D7im3HcgllWJjtgqDyWxnc0uG9rVJQytVwhsqFeuxNY7~kpGc0RkkgXae~B7t3367ubiFL12D-UqUpTQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="74968049"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/74968049/Something_in_the_Way_She_Sings"><img alt="Research paper thumbnail of Something in the Way She Sings" class="work-thumbnail" src="https://attachments.academia-assets.com/83641615/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/74968049/Something_in_the_Way_She_Sings">Something in the Way She Sings</a></div><div class="wp-workCard_item"><span>Psychological Science</span><span>, 2012</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Across species, there is considerable evidence of preferential processing for biologically signif...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Across species, there is considerable evidence of preferential processing for biologically significant signals such as conspecific vocalizations and the calls of individual conspecifics. Surprisingly, music cognition in human listeners is typically studied with stimuli that are relatively low in biological significance, such as instrumental sounds. The present study explored the possibility that melodies might be remembered better when presented vocally rather than instrumentally. Adults listened to unfamiliar folk melodies, with some presented in familiar timbres (voice and piano) and others in less familiar timbres (banjo and marimba). They were subsequently tested on recognition of previously heard melodies intermixed with novel melodies. Melodies presented vocally were remembered better than those presented instrumentally even though they were liked less. Factors underlying the advantage for vocal melodies remain to be determined. In line with its biological significance, vocal ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9d1efa397d6830c6681b0427faf8545a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":83641615,"asset_id":74968049,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/83641615/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="74968049"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="74968049"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 74968049; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=74968049]").text(description); $(".js-view-count[data-work-id=74968049]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 74968049; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='74968049']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "9d1efa397d6830c6681b0427faf8545a" } } $('.js-work-strip[data-work-id=74968049]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":74968049,"title":"Something in the Way She Sings","internal_url":"https://www.academia.edu/74968049/Something_in_the_Way_She_Sings","owner_id":29547711,"coauthors_can_edit":true,"owner":{"id":29547711,"first_name":"Glenn","middle_initials":null,"last_name":"Schellenberg","page_name":"GlennSchellenberg","domain_name":"utoronto","created_at":"2015-04-13T13:29:04.862-07:00","display_name":"Glenn Schellenberg","url":"https://utoronto.academia.edu/GlennSchellenberg"},"attachments":[{"id":83641615,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/83641615/thumbnails/1.jpg","file_name":"Something_in_the_way_she_sings_Enhanced_20220409-11203-1no14j4.pdf","download_url":"https://www.academia.edu/attachments/83641615/download_file","bulk_download_file_name":"Something_in_the_Way_She_Sings.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/83641615/Something_in_the_way_she_sings_Enhanced_20220409-11203-1no14j4.pdf?1738489663=\u0026response-content-disposition=attachment%3B+filename%3DSomething_in_the_Way_She_Sings.pdf\u0026Expires=1739801205\u0026Signature=ICIkjtp5T4ACC3mGMTdMPG8N9jJeyNybwkKxDGcDnOLQldPja-TDDvzyb2g9MnLVq4SBuYof72cWSph-k9z7Pf4Tixxm9w9Aq0tIAT8QaguV45CY2e3Et2jUe4XLQEOQp~9Djti1Er2X5bqcUN6Hl8E8N586BXPy-eePRP8w1MsH74wwJn7ltqm6-W5~AzkcefNZAzVD29Sj9Cs-ZhsDkqadOfHg7w2~do1ikMYig8KxiV2bGS~sE~3~1uesuv6Ivv7yaDBxCy-JDat7s0Dc560ygQ60efeSa8teXTu0WKmsVFE9lafSJAgF8F-WuYbNEtXwoFJf1iRJ65Ott-0Mhg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="74968048"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/74968048/Arousal_Mood_and_The_Mozart_Effect"><img alt="Research paper thumbnail of Arousal, Mood, and The Mozart Effect" class="work-thumbnail" src="https://attachments.academia-assets.com/83640489/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/74968048/Arousal_Mood_and_The_Mozart_Effect">Arousal, Mood, and The Mozart Effect</a></div><div class="wp-workCard_item"><span>Psychological Science</span><span>, 2001</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The “Mozart effect” refers to claims that people perform better on tests of spatial abilities aft...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The “Mozart effect” refers to claims that people perform better on tests of spatial abilities after listening to music composed by Mozart. We examined whether the Mozart effect is a consequence of between-condition differences in arousal and mood. Participants completed a test of spatial abilities after listening to music or sitting in silence. The music was a Mozart sonata (a pleasant and energetic piece) for some participants and an Albinoni adagio (a slow, sad piece) for others. We also measured enjoyment, arousal, and mood. Performance on the spatial task was better following the music than the silence condition, but only for participants who heard Mozart. The two music selections also induced differential responding on the enjoyment, arousal, and mood measures. Moreover, when such differences were held constant by statistical means, the Mozart effect disappeared. These findings provide compelling evidence that the Mozart effect is an artifact of arousal and mood.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e2f465d1aac7aac08a417b5edf07665c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":83640489,"asset_id":74968048,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/83640489/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="74968048"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="74968048"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 74968048; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=74968048]").text(description); $(".js-view-count[data-work-id=74968048]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 74968048; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='74968048']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e2f465d1aac7aac08a417b5edf07665c" } } $('.js-work-strip[data-work-id=74968048]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":74968048,"title":"Arousal, Mood, and The Mozart Effect","internal_url":"https://www.academia.edu/74968048/Arousal_Mood_and_The_Mozart_Effect","owner_id":29547711,"coauthors_can_edit":true,"owner":{"id":29547711,"first_name":"Glenn","middle_initials":null,"last_name":"Schellenberg","page_name":"GlennSchellenberg","domain_name":"utoronto","created_at":"2015-04-13T13:29:04.862-07:00","display_name":"Glenn Schellenberg","url":"https://utoronto.academia.edu/GlennSchellenberg"},"attachments":[{"id":83640489,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/83640489/thumbnails/1.jpg","file_name":"Thompson2001.pdf","download_url":"https://www.academia.edu/attachments/83640489/download_file","bulk_download_file_name":"Arousal_Mood_and_The_Mozart_Effect.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/83640489/Thompson2001-libre.pdf?1649562460=\u0026response-content-disposition=attachment%3B+filename%3DArousal_Mood_and_The_Mozart_Effect.pdf\u0026Expires=1739801205\u0026Signature=U7uIykyY1vTwONGB6pbN135bSzD7uaMHmI-gVZdr8ooGVbjGRsVWzS~IrT2jDMKfo-v6B3rO-ZmI4CjkMbFjl2fzJXwO5EaATeeHOd1qnur4Gu-KR-FYGm3czKNbbYpKktrwzryGBObZZag7tgZI9hrXszH3khrwr9fst4ogbxkixGXuC4aaa1FDlGwPlHSL8TeUyAtNub8IYDeUrK78vJitny2xOX0OKNNwX6Egaa7sIP9FYTKUYg1J0sWqbnA9KrKRyp597whU-cPf5USb1zutDDTu8NyhZ~WbaFPND6ZUDnEB4syj6WYh1~M9aA8~vt39Q-6h~U5nQsXCMHPJzw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="74968047"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/74968047/Absolute_Pitch_Effects_of_Timbre_on_Note_Naming_Ability"><img alt="Research paper thumbnail of Absolute Pitch: Effects of Timbre on Note-Naming Ability" class="work-thumbnail" src="https://attachments.academia-assets.com/82928008/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/74968047/Absolute_Pitch_Effects_of_Timbre_on_Note_Naming_Ability">Absolute Pitch: Effects of Timbre on Note-Naming Ability</a></div><div class="wp-workCard_item"><span>PLoS ONE</span><span>, 2010</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Background: Absolute pitch (AP) is the ability to identify or produce isolated musical tones. It ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Background: Absolute pitch (AP) is the ability to identify or produce isolated musical tones. It is evident primarily among individuals who started music lessons in early childhood. Because AP requires memory for specific pitches as well as learned associations with verbal labels (i.e., note names), it represents a unique opportunity to study interactions in memory between linguistic and nonlinguistic information. One untested hypothesis is that the pitch of voices may be difficult for AP possessors to identify. A musician's first instrument may also affect performance and extend the sensitive period for acquiring accurate AP. Methods/Principal Findings: A large sample of AP possessors was recruited on-line. Participants were required to identity test tones presented in four different timbres: piano, pure tone, natural (sung) voice, and synthesized voice. Note-naming accuracy was better for non-vocal (piano and pure tones) than for vocal (natural and synthesized voices) test tones. This difference could not be attributed solely to vibrato (pitch variation), which was more pronounced in the natural voice than in the synthesized voice. Although starting music lessons by age 7 was associated with enhanced note-naming accuracy, equivalent abilities were evident among listeners who started music lessons on piano at a later age. Conclusions/Significance: Because the human voice is inextricably linked to language and meaning, it may be processed automatically by voice-specific mechanisms that interfere with note naming among AP possessors. Lessons on piano or other fixed-pitch instruments appear to enhance AP abilities and to extend the sensitive period for exposure to music in order to develop accurate AP.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="96a8414ea60ade9ddcf6b6f134ad3911" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":82928008,"asset_id":74968047,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/82928008/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="74968047"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="74968047"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 74968047; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=74968047]").text(description); $(".js-view-count[data-work-id=74968047]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 74968047; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='74968047']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="2844033" id="bookchapters"><div class="js-work-strip profile--work_container" data-work-id="31816630"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/31816630/Music_Training"><img alt="Research paper thumbnail of Music Training" class="work-thumbnail" src="https://attachments.academia-assets.com/52112784/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/31816630/Music_Training">Music Training</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://utoronto.academia.edu/SwathiSwaminathan">Swathi Swaminathan</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://utoronto.academia.edu/GlennSchellenberg">Glenn Schellenberg</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Despite having received much research attention, studies of transfer effects of music lessons hav...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Despite having received much research attention, studies of transfer effects of music lessons have predominantly involved correlational designs, which make it impossible to determine whether music lessons are the cause rather than consequence of improved cognitive performance. Moreover, the relatively small number of experimental and longitudinal studies that exist tends to report small, limited, or mixed effects. As a way forward, we propose that future research could examine the extent to which music lessons train general and specific cognitive abilities, the mechanisms by which such transfer occurs, the characteristics of the trainee and training program, and the larger social context in which such training is received.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="2fe0dcd931fff25168dabada530aaa97" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":52112784,"asset_id":31816630,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/52112784/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="31816630"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="31816630"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 31816630; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=31816630]").text(description); $(".js-view-count[data-work-id=31816630]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 31816630; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='31816630']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "2fe0dcd931fff25168dabada530aaa97" } } $('.js-work-strip[data-work-id=31816630]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":31816630,"title":"Music Training","internal_url":"https://www.academia.edu/31816630/Music_Training","owner_id":806601,"coauthors_can_edit":true,"owner":{"id":806601,"first_name":"Swathi","middle_initials":"","last_name":"Swaminathan","page_name":"SwathiSwaminathan","domain_name":"utoronto","created_at":"2011-10-02T12:19:43.883-07:00","display_name":"Swathi Swaminathan","url":"https://utoronto.academia.edu/SwathiSwaminathan"},"attachments":[{"id":52112784,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/52112784/thumbnails/1.jpg","file_name":"SwaminathanSchellenberg2016Chapter.pdf","download_url":"https://www.academia.edu/attachments/52112784/download_file","bulk_download_file_name":"Music_Training.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/52112784/SwaminathanSchellenberg2016Chapter-libre.pdf?1489240150=\u0026response-content-disposition=attachment%3B+filename%3DMusic_Training.pdf\u0026Expires=1739801205\u0026Signature=f4yzl8T9zHGREQVdDoqF6VSIAqrhP-EIxcUkCpJ-WYI6XzMpzGAeJ-7qsBnPPqF6c5KHJSLU2GcL0u6P0hZasiDgIo0DZSUOD101RjHpJID~~4EWuH383VY3AAoxGfVkXQSRqhElS~dMVeWEBEIOduZY2IyugrTyGQrUe9ls876A-6jNP1SLCKF3F~Ek0tCHgW6KKcs0tMaBFXlAs6i1rGAe0mB68HfaC1C5NUm6th8rSXXqqhA5IfAkt5hmI-E9xaU9NXOFgi5wm81wIeVMCMc9nx3HPSLhQAIqGmIae22v42KEx6LkttV~yCHRNtAJPdwCyRUXuKqmUdH2VrRMxQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="9761246"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/9761246/Arts_education_academic_achievement_and_cognitive_ability"><img alt="Research paper thumbnail of Arts education, academic achievement, and cognitive ability. " class="work-thumbnail" src="https://attachments.academia-assets.com/37471947/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/9761246/Arts_education_academic_achievement_and_cognitive_ability">Arts education, academic achievement, and cognitive ability. </a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://utoronto.academia.edu/SwathiSwaminathan">Swathi Swaminathan</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://utoronto.academia.edu/GlennSchellenberg">Glenn Schellenberg</a></span></div><div class="wp-workCard_item"><span>In P.L. Tinio, & J.K. Smith (Eds.). The Cambridge Handbook of the Psychology of Aesthetics and the Arts. Cambridge, UK: Cambridge University Press, pp.364-384.</span><span>, 2014</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="60ec9cf770e8abc821ecaf3b213c9b7a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":37471947,"asset_id":9761246,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/37471947/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="9761246"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="9761246"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 9761246; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=9761246]").text(description); $(".js-view-count[data-work-id=9761246]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 9761246; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='9761246']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "60ec9cf770e8abc821ecaf3b213c9b7a" } } $('.js-work-strip[data-work-id=9761246]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":9761246,"title":"Arts education, academic achievement, and cognitive ability. ","internal_url":"https://www.academia.edu/9761246/Arts_education_academic_achievement_and_cognitive_ability","owner_id":806601,"coauthors_can_edit":true,"owner":{"id":806601,"first_name":"Swathi","middle_initials":"","last_name":"Swaminathan","page_name":"SwathiSwaminathan","domain_name":"utoronto","created_at":"2011-10-02T12:19:43.883-07:00","display_name":"Swathi Swaminathan","url":"https://utoronto.academia.edu/SwathiSwaminathan"},"attachments":[{"id":37471947,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/37471947/thumbnails/1.jpg","file_name":"Chap15_Swaminathan_Schellenberg.pdf","download_url":"https://www.academia.edu/attachments/37471947/download_file","bulk_download_file_name":"Arts_education_academic_achievement_and.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/37471947/Chap15_Swaminathan_Schellenberg-libre.pdf?1430444971=\u0026response-content-disposition=attachment%3B+filename%3DArts_education_academic_achievement_and.pdf\u0026Expires=1739243539\u0026Signature=CGiBYXDP6fpIP2aTt~5gVN-qWUoCSNCRNDuy00cXXB-~OUX3q0kFvcoF-UAnNe-sBt5Jtxgkogf8fVsydrAeHXpnZQAlScs12ApLJS4eU8ASvqo8zknSjiwK5-DN8R5aFpyP2kB2q7xeobEVcxMvVUuRFy0yzynIs7ww6Gd6RD6RKavVXPN3ZnqafXjtUMKbjuGHhbp8E2pCSfJPWINkjNSchXcA8HOp5ym6GZLmvbL8-ow71V3b9BBhQuyfnudAAmZLQd1J4ZDtyqfInf0trUvci8CFXA0U02J60VqpbwOIMNpiGwt66FbNx3-TtY6faPDg2Y58cTUzyOJURvcEWQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="2844034" id="papers"><div class="js-work-strip profile--work_container" data-work-id="119665655"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/119665655/Individual_differences_in_musical_ability_among_adults_with_no_music_training"><img alt="Research paper thumbnail of Individual differences in musical ability among adults with no music training" class="work-thumbnail" src="https://attachments.academia-assets.com/115037469/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/119665655/Individual_differences_in_musical_ability_among_adults_with_no_music_training">Individual differences in musical ability among adults with no music training</a></div><div class="wp-workCard_item"><span>Quarterly Journal of Experimental Psychology</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Good musical abilities are typically considered to be a consequence of music training, such that ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Good musical abilities are typically considered to be a consequence of music training, such that they are studied in samples of formally trained individuals. Here, we asked what predicts musical abilities in the absence of music training. Participants with no formal music training ( N = 190) completed the Goldsmiths Musical Sophistication Index, measures of personality and cognitive ability, and the Musical Ear Test (MET). The MET is an objective test of musical abilities that provides a Total score and separate scores for its two subtests (Melody and Rhythm), which require listeners to determine whether standard and comparison auditory sequences are identical. MET scores had no associations with personality traits. They correlated positively, however, with informal musical experience and cognitive abilities. Informal musical experience was a better predictor of Melody than of Rhythm scores. Some participants (12%) had Total scores higher than the mean from a sample of musically tra...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="21893006aa33861ce037428c0d041ad5" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":115037469,"asset_id":119665655,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/115037469/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="119665655"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="119665655"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 119665655; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="115870481"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/115870481/Can_Musical_Ability_be_Tested_Online"><img alt="Research paper thumbnail of Can Musical Ability be Tested Online?" class="work-thumbnail" src="https://attachments.academia-assets.com/112157922/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/115870481/Can_Musical_Ability_be_Tested_Online">Can Musical Ability be Tested Online?</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">We sought to determine whether an objective test of musical ability could be administered online ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">We sought to determine whether an objective test of musical ability could be administered online successfully. A sample of 754 participants was tested with an online version of the Musical Ear Test (MET), which had Melody and Rhythm subtests. Both subtests had 52 trials, each of which required participants to determine whether standard and comparison auditory sequences were identical. The testing session also included the Goldsmiths Musical Sophistication Index (Gold-MSI), a test of general cognitive ability, and self-report questionnaires that measured basic demographics (age, education, gender), mind wandering, and personality. Approximately 20% of the participants were excluded for incomplete responding or failing to finish the testing session. For the final sample (N = 608), findings were similar to those from in-person testing in many respects: (1) the internal reliability of the MET was maintained, (2) construct validity was confirmed by strong associations with Gold-MSI score...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ca8eb89b2e38751c41f48907b01c26e1" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":112157922,"asset_id":115870481,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/112157922/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="115870481"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="115870481"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 115870481; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="110015187"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/110015187/Song_Recognition_by_Children_and_Adolescents_With_Cochlear_Implants"><img alt="Research paper thumbnail of Song Recognition by Children and Adolescents With Cochlear Implants" class="work-thumbnail" src="https://attachments.academia-assets.com/108771085/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/110015187/Song_Recognition_by_Children_and_Adolescents_With_Cochlear_Implants">Song Recognition by Children and Adolescents With Cochlear Implants</a></div><div class="wp-workCard_item"><span>Journal of Speech Language and Hearing Research</span><span>, Oct 1, 2006</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="5d4a2caabaab57c7702bd7b08fd3c7cf" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":108771085,"asset_id":110015187,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/108771085/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="110015187"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="110015187"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 110015187; 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window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=46099589]").text(description); $(".js-view-count[data-work-id=46099589]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 46099589; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='46099589']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=46099589]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":46099589,"title":"O ouvido absoluto não facilita a memorização de melodias","internal_url":"https://www.academia.edu/46099589/O_ouvido_absoluto_n%C3%A3o_facilita_a_memoriza%C3%A7%C3%A3o_de_melodias","owner_id":5277254,"coauthors_can_edit":true,"owner":{"id":5277254,"first_name":"patricia","middle_initials":null,"last_name":"vanzella","page_name":"patriciavanzella","domain_name":"ufabc","created_at":"2013-08-26T01:52:31.982-07:00","display_name":"patricia vanzella","url":"https://ufabc.academia.edu/patriciavanzella"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="77098927"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/77098927/Cross_cultural_differences_in_meter_perception"><img alt="Research paper thumbnail of Cross-cultural differences in meter perception" class="work-thumbnail" src="https://attachments.academia-assets.com/84946750/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/77098927/Cross_cultural_differences_in_meter_perception">Cross-cultural differences in meter perception</a></div><div class="wp-workCard_item"><span>Psychological Research</span><span>, 2012</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The goal of the present study was to determine whether exposure to complex meters in one musical ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The goal of the present study was to determine whether exposure to complex meters in one musical culture facilitates the detection of metrical changes in a foreign musical culture. Adults with exclusive exposure to Western music, and adults with exposure to non-Western as well as Western music were tested on their perception of metrical changes in foreign (Turkish) music with simple and complex meters. Those whose exposure was limited to the simple meters of Western music were only able to detect the metrical changes in Turkish music with simple meter. By contrast, adults with exposure to non-Western music with complex meters detected the metrical changes in Turkish music with complex as well as simple meter. The superiority of the bi-musical listeners on complex meters and the equivalence of bi-musical and mono-musical listeners on simple meters suggest that exposure to complex meters rather than bi-musicality was responsible for the performance differences. iii Acknowledgments I would like to thank my family and my dear "sister" Ruxandra Luca, who supported and encouraged me during the writing process of this work. Thank you Ali Khachan for driving me around town during this busy time, for your technical support, and last but not least, for motivating me. Thank you Ganesh Ramachandran for your inspiration and the information you provided me about Indian musical culture. In particular, I would like to thank Jon Prince for coming to my aid for any technical problem, no matter how complicated.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="25e7a25b7734b411066e35ad333d74de" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":84946750,"asset_id":77098927,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/84946750/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="77098927"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="77098927"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 77098927; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=77098927]").text(description); $(".js-view-count[data-work-id=77098927]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 77098927; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='77098927']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "25e7a25b7734b411066e35ad333d74de" } } $('.js-work-strip[data-work-id=77098927]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":77098927,"title":"Cross-cultural differences in meter perception","internal_url":"https://www.academia.edu/77098927/Cross_cultural_differences_in_meter_perception","owner_id":29547711,"coauthors_can_edit":true,"owner":{"id":29547711,"first_name":"Glenn","middle_initials":null,"last_name":"Schellenberg","page_name":"GlennSchellenberg","domain_name":"utoronto","created_at":"2015-04-13T13:29:04.862-07:00","display_name":"Glenn Schellenberg","url":"https://utoronto.academia.edu/GlennSchellenberg"},"attachments":[{"id":84946750,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/84946750/thumbnails/1.jpg","file_name":"Kalender_Beste_200911_MA_thesis.pdf","download_url":"https://www.academia.edu/attachments/84946750/download_file","bulk_download_file_name":"Cross_cultural_differences_in_meter_perc.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/84946750/Kalender_Beste_200911_MA_thesis-libre.pdf?1650953208=\u0026response-content-disposition=attachment%3B+filename%3DCross_cultural_differences_in_meter_perc.pdf\u0026Expires=1739801205\u0026Signature=E0gN5dhdggXcpwKxiJUrF3ChVQ9fZV4jYYzYhTMXxxOtLP-zDKrj7A8aMng-IHwldAyjlTrH5CZi3MOGiGCzny8xcxPn1EYxrKGxskLE4y7-osx4VIhzTeXVgRlR1rkP-HjPGMUska3mrORgGfRbCUvz4BRAyi-VVZqp1fjQdbinTbVuVEMVmX1S1g-5vESz23tCJluWlccCaqpllWuOGZ31jCEHSYbNDR~gJ07cYWAeAp74WuWSDZg5qGjrfbi3WGPMz81KHpMmduKJoAUZg7R656jBiN4UDRZcuj43apIuZey1AoTRKULNGrnG3q2z3Pum9xOWD0sRYciEcoTQvQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="75569044"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/75569044/NATURAL_MUSICAL_INTERVALS_Evidence_From_Infant_Listeners"><img alt="Research paper thumbnail of NATURAL MUSICAL INTERVALS:. Evidence From Infant Listeners" class="work-thumbnail" src="https://attachments.academia-assets.com/83462912/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/75569044/NATURAL_MUSICAL_INTERVALS_Evidence_From_Infant_Listeners">NATURAL MUSICAL INTERVALS:. Evidence From Infant Listeners</a></div><div class="wp-workCard_item"><span>Psychological Science</span><span>, 1996</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Ancient and medieval scholars considered tones related by simple (small-integer) ratios to be nat...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Ancient and medieval scholars considered tones related by simple (small-integer) ratios to be naturally pleasing, but contemporary scholars attribute the special perceptual status of such sounds to exposure We investigated the possibility of processing predispositions for some tone combinations by evaluating infants&#39; ability to detect subtle changes to patterns of simultaneous and sequential tones Infants detected such changes to pairs of pure tones (intervals) only when the tones were related by simple frequency ratios This was the case for 9-month-old infants tested with harmonic (simultaneous) intervals and for 6-month-old infants tested with melodic (sequential) intervals These results are consistent with a biological basis for the prevalence of particular intervals historically and cross-culturally</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9c9a289b4abed37dcdca67caecf10d86" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":83462912,"asset_id":75569044,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/83462912/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="75569044"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="75569044"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 75569044; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=75569044]").text(description); $(".js-view-count[data-work-id=75569044]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 75569044; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='75569044']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "9c9a289b4abed37dcdca67caecf10d86" } } $('.js-work-strip[data-work-id=75569044]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":75569044,"title":"NATURAL MUSICAL INTERVALS:. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="74968061"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/74968061/Music_training_music_aptitude_and_speech_perception"><img alt="Research paper thumbnail of Music training, music aptitude, and speech perception" class="work-thumbnail" src="https://attachments.academia-assets.com/82927903/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/74968061/Music_training_music_aptitude_and_speech_perception">Music training, music aptitude, and speech perception</a></div><div class="wp-workCard_item"><span>Proceedings of the National Academy of Sciences</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ff74a8a32b09eb0fc8036662d80ff2d1" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":82927903,"asset_id":74968061,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/82927903/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="74968061"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="74968061"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 74968061; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="74968060"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/74968060/Musical_Competence_is_Predicted_by_Music_Training_Cognitive_Abilities_and_Personality"><img alt="Research paper thumbnail of Musical Competence is Predicted by Music Training, Cognitive Abilities, and Personality" class="work-thumbnail" src="https://attachments.academia-assets.com/82927910/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/74968060/Musical_Competence_is_Predicted_by_Music_Training_Cognitive_Abilities_and_Personality">Musical Competence is Predicted by Music Training, Cognitive Abilities, and Personality</a></div><div class="wp-workCard_item"><span>Scientific reports</span><span>, Jan 15, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Individuals differ in musical competence, which we defined as the ability to perceive, remember, ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Individuals differ in musical competence, which we defined as the ability to perceive, remember, and discriminate sequences of tones or beats. We asked whether such differences could be explained by variables other than music training, including socioeconomic status (SES), short-term memory, general cognitive ability, and personality. In a sample of undergraduates, musical competence had positive simple associations with duration of music training, SES, short-term memory, general cognitive ability, and openness-to-experience. When these predictors were considered jointly, musical competence had positive partial associations with music training, general cognitive ability, and openness. Nevertheless, moderation analyses revealed that the partial association between musical competence and music training was evident only among participants who scored below the mean on our measure of general cognitive ability. Moreover, general cognitive ability and openness had indirect associations wit...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="be9aac5d58e7de90f7b9ffaf0e4d57d7" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":82927910,"asset_id":74968060,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/82927910/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="74968060"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="74968060"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 74968060; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="74968059"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/74968059/O_ouvido_absoluto_n%C3%A3o_facilita_a_memoriza%C3%A7%C3%A3o_de_melodias"><img alt="Research paper thumbnail of O ouvido absoluto não facilita a memorização de melodias" class="work-thumbnail" src="https://attachments.academia-assets.com/83640698/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/74968059/O_ouvido_absoluto_n%C3%A3o_facilita_a_memoriza%C3%A7%C3%A3o_de_melodias">O ouvido absoluto não facilita a memorização de melodias</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Resumo: Um estudo recente investigou o desempenho de adultos em uma tarefa de memória musical e m...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Resumo: Um estudo recente investigou o desempenho de adultos em uma tarefa de memória musical e mostrou que melodias vocais são mais lembradas que melodias instrumentais. Usando uma tarefa semelhante, o presente estudo buscou investigar a memória musical de músicos e de não-músicos e, em seguida, comparou o desempenho de músicos portadores e não portadores de ouvido absoluto. Todos os participantes, na primeira fase do experimento, ouviram melodias desconhecidas, apresentadas em diferentes timbres (piano, voz, marimba e banjo). Subsequentemente, os participantes foram testados no reconhecimento das melodias apresentadas na primeira fase quando misturadas a melodias inéditas. Os resultados mostraram, em primeiro lugar, que músicos tem uma memória para melodias melhor do que não-músicos. Mostraram também que o desempenho de músicos com e sem ouvido absoluto não difere em uma tarefa de reconhecimento de melodias. E, por fim, indicaram igualmente que, mesmo entre músicos, as melodias vocais são lembradas com mais facilidade que as instrumentais.! Palavras-chave: memória musical, processamento vocal, ouvido absoluto! !</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f0dfd10b7eb7b45c074100a68cc32283" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":83640698,"asset_id":74968059,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/83640698/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="74968059"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="74968059"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 74968059; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=74968059]").text(description); $(".js-view-count[data-work-id=74968059]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 74968059; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='74968059']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "f0dfd10b7eb7b45c074100a68cc32283" } } $('.js-work-strip[data-work-id=74968059]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":74968059,"title":"O ouvido absoluto não facilita a memorização de melodias","internal_url":"https://www.academia.edu/74968059/O_ouvido_absoluto_n%C3%A3o_facilita_a_memoriza%C3%A7%C3%A3o_de_melodias","owner_id":29547711,"coauthors_can_edit":true,"owner":{"id":29547711,"first_name":"Glenn","middle_initials":null,"last_name":"Schellenberg","page_name":"GlennSchellenberg","domain_name":"utoronto","created_at":"2015-04-13T13:29:04.862-07:00","display_name":"Glenn Schellenberg","url":"https://utoronto.academia.edu/GlennSchellenberg"},"attachments":[{"id":83640698,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/83640698/thumbnails/1.jpg","file_name":"O_ouvido_absoluto_no_facilita_a_memoriza20220409-5108-1wnepjl.pdf","download_url":"https://www.academia.edu/attachments/83640698/download_file","bulk_download_file_name":"O_ouvido_absoluto_nao_facilita_a_memoriz.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/83640698/O_ouvido_absoluto_no_facilita_a_memoriza20220409-5108-1wnepjl.pdf?1738489658=\u0026response-content-disposition=attachment%3B+filename%3DO_ouvido_absoluto_nao_facilita_a_memoriz.pdf\u0026Expires=1739801205\u0026Signature=LbD0kL2kzf7AE8L4mi5E7Si4e6J9qLBe0FsVpYhNqQZqYD0WXsupqAjXzbWEVOtvzUKsl3ogl9tpMQeXrdD6qfdAoc0a2o51m~mbvnewj~0QIj-2iG9KPemYXjwwoQetjiCS0e4BjLNbGX-42ijhRByPuCZ4y1rjntapfp9T2ZNRfYibzH8at~s0m-mYzmwfQGWphHwvaEbyREauGiFtLDyD3SvrFQsByJeHkXlnIBFBRFN1p4hOX2PfReMid41jac3mVYqnp2m1FqfJD-hmnKdtFWWvNxFnVEY1kqShi5VsHt5ZhjB14KMtYLsVHhaNkpT1NT9nhQDSVBBfCotS3Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="74968058"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/74968058/Pianists_exhibit_enhanced_memory_for_vocal_melodies_but_not_piano_melodies"><img alt="Research paper thumbnail of Pianists exhibit enhanced memory for vocal melodies but not piano melodies" class="work-thumbnail" src="https://attachments.academia-assets.com/83641165/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/74968058/Pianists_exhibit_enhanced_memory_for_vocal_melodies_but_not_piano_melodies">Pianists exhibit enhanced memory for vocal melodies but not piano melodies</a></div><div class="wp-workCard_item"><span>Quarterly journal of experimental psychology (2006)</span><span>, Jan 2, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Nonmusicians remember vocal melodies (i.e., sung to la la) better than instrumental melodies. If ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Nonmusicians remember vocal melodies (i.e., sung to la la) better than instrumental melodies. If greater exposure to the voice contributes to those effects, then long-term experience with instrumental timbres should elicit instrument-specific advantages. Here we evaluate this hypothesis by comparing pianists with other musicians and nonmusicians. We also evaluate the possibility that absolute pitch (AP), which involves exceptional memory for isolated pitches, influences melodic memory. Participants heard 24 melodies played in four timbres (voice, piano, banjo, marimba) and were subsequently required to distinguish the melodies heard previously from 24 novel melodies presented in the same timbres. Musicians performed better than nonmusicians, but both groups showed a comparable memory advantage for vocal melodies. Moreover, pianists performed no better on melodies played on piano than on other instruments, and AP musicians performed no differently than non-AP musicians. The findings ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="993493950cf8cf92a8461a9f59496e6d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":83641165,"asset_id":74968058,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/83641165/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="74968058"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="74968058"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 74968058; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=74968058]").text(description); $(".js-view-count[data-work-id=74968058]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 74968058; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='74968058']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="74968057"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/74968057/Music_Cognition_A_Developmental_Perspective"><img alt="Research paper thumbnail of Music Cognition: A Developmental Perspective" class="work-thumbnail" src="https://attachments.academia-assets.com/83641219/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/74968057/Music_Cognition_A_Developmental_Perspective">Music Cognition: A Developmental Perspective</a></div><div class="wp-workCard_item"><span>Topics in Cognitive Science</span><span>, 2012</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Although music is universal, there is a great deal of cultural variability in music structures. N...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Although music is universal, there is a great deal of cultural variability in music structures. Nevertheless, some aspects of music processing generalize across cultures, whereas others rely heavily on the listening environment. Here, we discuss the development of musical knowledge, focusing on four themes: (a) capabilities that are present early in development; (b) culture-general and culture-specific aspects of pitch and rhythm processing; (c) age-related changes in pitch perception; and (d) developmental changes in how listeners perceive emotion in music.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="aaf8622323b17c2a8ce4c1f58ceff139" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":83641219,"asset_id":74968057,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/83641219/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="74968057"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="74968057"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 74968057; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=74968057]").text(description); $(".js-view-count[data-work-id=74968057]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 74968057; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='74968057']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="74968055"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/74968055/Lullabies_and_Simplicity_A_Cross_Cultural_Perspective"><img alt="Research paper thumbnail of Lullabies and Simplicity: A Cross-Cultural Perspective" class="work-thumbnail" src="https://attachments.academia-assets.com/83641418/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/74968055/Lullabies_and_Simplicity_A_Cross_Cultural_Perspective">Lullabies and Simplicity: A Cross-Cultural Perspective</a></div><div class="wp-workCard_item"><span>Psychology of Music</span><span>, 1992</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Pairs of folk lullabies and comparison songs from different cultures were presented to adult list...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Pairs of folk lullabies and comparison songs from different cultures were presented to adult listeners, who were required to choose the simpler song in each pair. Adults judged the lullaby excerpts as simpler whether presented with original field recordings, low-pass filtered versions that made the words unintelligible or excerpts synthesised with a uniform (piano) timbre. Structural analyses of the songs failed to reveal musical features that differentiated lullabies from other songs. Nevertheless, such analyses revealed melodic features that predicted adults&#39; identification of lullabies.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f9430d8f1a7c54afe4eba2b377788afa" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":83641418,"asset_id":74968055,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/83641418/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="74968055"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="74968055"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 74968055; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=74968055]").text(description); $(".js-view-count[data-work-id=74968055]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 74968055; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='74968055']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "f9430d8f1a7c54afe4eba2b377788afa" } } $('.js-work-strip[data-work-id=74968055]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":74968055,"title":"Lullabies and Simplicity: A Cross-Cultural Perspective","internal_url":"https://www.academia.edu/74968055/Lullabies_and_Simplicity_A_Cross_Cultural_Perspective","owner_id":29547711,"coauthors_can_edit":true,"owner":{"id":29547711,"first_name":"Glenn","middle_initials":null,"last_name":"Schellenberg","page_name":"GlennSchellenberg","domain_name":"utoronto","created_at":"2015-04-13T13:29:04.862-07:00","display_name":"Glenn Schellenberg","url":"https://utoronto.academia.edu/GlennSchellenberg"},"attachments":[{"id":83641418,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/83641418/thumbnails/1.jpg","file_name":"Lullabies_and_simplicity_A_cross-cultura20220409-19907-1tfpjt9.pdf","download_url":"https://www.academia.edu/attachments/83641418/download_file","bulk_download_file_name":"Lullabies_and_Simplicity_A_Cross_Cultura.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/83641418/Lullabies_and_simplicity_A_cross-cultura20220409-19907-1tfpjt9.pdf?1738489662=\u0026response-content-disposition=attachment%3B+filename%3DLullabies_and_Simplicity_A_Cross_Cultura.pdf\u0026Expires=1739801205\u0026Signature=LUdZKjs~v4BVl00lhyDC5-Oc6RchjbD~1bHTDGE667xQI1nDFrVxVFP~xoOaeLOGSoKvnL3uzgQE-8zv4Pdzd5DLkr2ONn2pyptW-lTc0g6jsP2eGnTgF60XEpIgJzaWwCeiswVC9Bw3u96fIXlozq~Pur~SE78VF91UlFqPjcC8ffsU51WYrl9bI4KLfpr~rXVSx0JHflKml7-A5dihkACRMpkAQ1x7z3ggNAm5TO2giPBlbB5TqFCdEEeVxlUllJYPg2TR0c29dWh1OWbthOF84RO5ptGV88BXD3dfR3HihpoC-sDrdH4oSnzwqvE17aJ~wTFTZvL6iTKmmEOx0A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="74968052"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/74968052/Fast_and_loud_background_music_disrupts_reading_comprehension"><img alt="Research paper thumbnail of Fast and loud background music disrupts reading comprehension" class="work-thumbnail" src="https://attachments.academia-assets.com/83640945/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/74968052/Fast_and_loud_background_music_disrupts_reading_comprehension">Fast and loud background music disrupts reading comprehension</a></div><div class="wp-workCard_item"><span>Psychology of Music</span><span>, 2012</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">We examined the effect of background music on reading comprehension. Because the emotional conseq...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">We examined the effect of background music on reading comprehension. Because the emotional consequences of music listening are affected by changes in tempo and intensity, we manipulated these variables to create four repeated-measures conditions: slow/low, slow/high, fast/low, fast/high. Tempo and intensity manipulations were selected to be psychologically equivalent in magnitude (pilot study 1). In each condition, 25 participants were given four minutes to read a passage, followed by three minutes to answer six multiple-choice questions. Baseline performance was established by having control participants complete the reading task in silence (pilot study 2). A significant tempo by intensity interaction was observed, with comprehension in the fast/high condition falling significantly below baseline. These findings reveal that listening to background instrumental music is most likely to disrupt reading comprehension when the music is fast and loud.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="3a6da29824f78982213c8673f895b4c0" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":83640945,"asset_id":74968052,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/83640945/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="74968052"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="74968052"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 74968052; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="74968050"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/74968050/Good_Pitch_Memory_Is_Widespread"><img alt="Research paper thumbnail of Good Pitch Memory Is Widespread" class="work-thumbnail" src="https://attachments.academia-assets.com/83641631/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/74968050/Good_Pitch_Memory_Is_Widespread">Good Pitch Memory Is Widespread</a></div><div class="wp-workCard_item"><span>Psychological Science</span><span>, 2003</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Here we show that good pitch memory is widespread among adults with no musical training. We teste...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Here we show that good pitch memory is widespread among adults with no musical training. We tested unselected college students on their memory for the pitch level of instrumental soundtracks from familiar television programs. Participants heard 5-s excerpts either at the original pitch level or shifted upward or downward by 1 or 2 semitones. They successfully identified the original pitch levels. Other participants who heard comparable excerpts from unfamiliar recordings could not do so. These findings reveal that ordinary listeners retain fine-grained information about pitch level over extended periods. Adults&#39; reportedly poor memory for pitch is likely to be a by-product of their inability to name isolated pitches.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4ff520280c24589568c7a8fd668b7c30" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":83641631,"asset_id":74968050,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/83641631/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="74968050"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="74968050"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 74968050; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=74968050]").text(description); $(".js-view-count[data-work-id=74968050]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 74968050; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='74968050']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "4ff520280c24589568c7a8fd668b7c30" } } $('.js-work-strip[data-work-id=74968050]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":74968050,"title":"Good Pitch Memory Is Widespread","internal_url":"https://www.academia.edu/74968050/Good_Pitch_Memory_Is_Widespread","owner_id":29547711,"coauthors_can_edit":true,"owner":{"id":29547711,"first_name":"Glenn","middle_initials":null,"last_name":"Schellenberg","page_name":"GlennSchellenberg","domain_name":"utoronto","created_at":"2015-04-13T13:29:04.862-07:00","display_name":"Glenn Schellenberg","url":"https://utoronto.academia.edu/GlennSchellenberg"},"attachments":[{"id":83641631,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/83641631/thumbnails/1.jpg","file_name":"006.pdf","download_url":"https://www.academia.edu/attachments/83641631/download_file","bulk_download_file_name":"Good_Pitch_Memory_Is_Widespread.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/83641631/006-libre.pdf?1649564281=\u0026response-content-disposition=attachment%3B+filename%3DGood_Pitch_Memory_Is_Widespread.pdf\u0026Expires=1739801205\u0026Signature=WT53XRi4QmadmDI~ZSFPT-gHMrAN8yih61268RWiFoQ-Zk3BC7qAUKH2Bv-8Gw9KTK7a93UGI5bN78UK7G43oXqLYsEf7OcfHOAaKvG5kRoNjMSwTHJb8xXAg3bAXFtL~Xhp3NNOPB4TVAh2Es06FLyA~8TR4pQWl6nhSaTnXQFe8LPUEymsdZtjpxYRBEUSD3XJyCAJiz1k0O5bOs~kr01AF4VpbCH5raiNkmR0HLeHoVtHq1Lfjh8NbjvflE6hrrHaR7D7im3HcgllWJjtgqDyWxnc0uG9rVJQytVwhsqFeuxNY7~kpGc0RkkgXae~B7t3367ubiFL12D-UqUpTQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="74968049"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/74968049/Something_in_the_Way_She_Sings"><img alt="Research paper thumbnail of Something in the Way She Sings" class="work-thumbnail" src="https://attachments.academia-assets.com/83641615/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/74968049/Something_in_the_Way_She_Sings">Something in the Way She Sings</a></div><div class="wp-workCard_item"><span>Psychological Science</span><span>, 2012</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Across species, there is considerable evidence of preferential processing for biologically signif...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Across species, there is considerable evidence of preferential processing for biologically significant signals such as conspecific vocalizations and the calls of individual conspecifics. Surprisingly, music cognition in human listeners is typically studied with stimuli that are relatively low in biological significance, such as instrumental sounds. The present study explored the possibility that melodies might be remembered better when presented vocally rather than instrumentally. Adults listened to unfamiliar folk melodies, with some presented in familiar timbres (voice and piano) and others in less familiar timbres (banjo and marimba). They were subsequently tested on recognition of previously heard melodies intermixed with novel melodies. Melodies presented vocally were remembered better than those presented instrumentally even though they were liked less. Factors underlying the advantage for vocal melodies remain to be determined. In line with its biological significance, vocal ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9d1efa397d6830c6681b0427faf8545a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":83641615,"asset_id":74968049,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/83641615/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="74968049"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="74968049"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 74968049; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=74968049]").text(description); $(".js-view-count[data-work-id=74968049]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 74968049; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='74968049']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "9d1efa397d6830c6681b0427faf8545a" } } $('.js-work-strip[data-work-id=74968049]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":74968049,"title":"Something in the Way She Sings","internal_url":"https://www.academia.edu/74968049/Something_in_the_Way_She_Sings","owner_id":29547711,"coauthors_can_edit":true,"owner":{"id":29547711,"first_name":"Glenn","middle_initials":null,"last_name":"Schellenberg","page_name":"GlennSchellenberg","domain_name":"utoronto","created_at":"2015-04-13T13:29:04.862-07:00","display_name":"Glenn Schellenberg","url":"https://utoronto.academia.edu/GlennSchellenberg"},"attachments":[{"id":83641615,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/83641615/thumbnails/1.jpg","file_name":"Something_in_the_way_she_sings_Enhanced_20220409-11203-1no14j4.pdf","download_url":"https://www.academia.edu/attachments/83641615/download_file","bulk_download_file_name":"Something_in_the_Way_She_Sings.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/83641615/Something_in_the_way_she_sings_Enhanced_20220409-11203-1no14j4.pdf?1738489663=\u0026response-content-disposition=attachment%3B+filename%3DSomething_in_the_Way_She_Sings.pdf\u0026Expires=1739801205\u0026Signature=ICIkjtp5T4ACC3mGMTdMPG8N9jJeyNybwkKxDGcDnOLQldPja-TDDvzyb2g9MnLVq4SBuYof72cWSph-k9z7Pf4Tixxm9w9Aq0tIAT8QaguV45CY2e3Et2jUe4XLQEOQp~9Djti1Er2X5bqcUN6Hl8E8N586BXPy-eePRP8w1MsH74wwJn7ltqm6-W5~AzkcefNZAzVD29Sj9Cs-ZhsDkqadOfHg7w2~do1ikMYig8KxiV2bGS~sE~3~1uesuv6Ivv7yaDBxCy-JDat7s0Dc560ygQ60efeSa8teXTu0WKmsVFE9lafSJAgF8F-WuYbNEtXwoFJf1iRJ65Ott-0Mhg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="74968048"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/74968048/Arousal_Mood_and_The_Mozart_Effect"><img alt="Research paper thumbnail of Arousal, Mood, and The Mozart Effect" class="work-thumbnail" src="https://attachments.academia-assets.com/83640489/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/74968048/Arousal_Mood_and_The_Mozart_Effect">Arousal, Mood, and The Mozart Effect</a></div><div class="wp-workCard_item"><span>Psychological Science</span><span>, 2001</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The “Mozart effect” refers to claims that people perform better on tests of spatial abilities aft...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The “Mozart effect” refers to claims that people perform better on tests of spatial abilities after listening to music composed by Mozart. We examined whether the Mozart effect is a consequence of between-condition differences in arousal and mood. Participants completed a test of spatial abilities after listening to music or sitting in silence. The music was a Mozart sonata (a pleasant and energetic piece) for some participants and an Albinoni adagio (a slow, sad piece) for others. We also measured enjoyment, arousal, and mood. Performance on the spatial task was better following the music than the silence condition, but only for participants who heard Mozart. The two music selections also induced differential responding on the enjoyment, arousal, and mood measures. Moreover, when such differences were held constant by statistical means, the Mozart effect disappeared. These findings provide compelling evidence that the Mozart effect is an artifact of arousal and mood.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e2f465d1aac7aac08a417b5edf07665c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":83640489,"asset_id":74968048,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/83640489/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="74968048"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="74968048"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 74968048; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=74968048]").text(description); $(".js-view-count[data-work-id=74968048]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 74968048; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='74968048']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="74968047"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/74968047/Absolute_Pitch_Effects_of_Timbre_on_Note_Naming_Ability"><img alt="Research paper thumbnail of Absolute Pitch: Effects of Timbre on Note-Naming Ability" class="work-thumbnail" src="https://attachments.academia-assets.com/82928008/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/74968047/Absolute_Pitch_Effects_of_Timbre_on_Note_Naming_Ability">Absolute Pitch: Effects of Timbre on Note-Naming Ability</a></div><div class="wp-workCard_item"><span>PLoS ONE</span><span>, 2010</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Background: Absolute pitch (AP) is the ability to identify or produce isolated musical tones. It ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Background: Absolute pitch (AP) is the ability to identify or produce isolated musical tones. It is evident primarily among individuals who started music lessons in early childhood. Because AP requires memory for specific pitches as well as learned associations with verbal labels (i.e., note names), it represents a unique opportunity to study interactions in memory between linguistic and nonlinguistic information. One untested hypothesis is that the pitch of voices may be difficult for AP possessors to identify. A musician's first instrument may also affect performance and extend the sensitive period for acquiring accurate AP. Methods/Principal Findings: A large sample of AP possessors was recruited on-line. Participants were required to identity test tones presented in four different timbres: piano, pure tone, natural (sung) voice, and synthesized voice. Note-naming accuracy was better for non-vocal (piano and pure tones) than for vocal (natural and synthesized voices) test tones. This difference could not be attributed solely to vibrato (pitch variation), which was more pronounced in the natural voice than in the synthesized voice. Although starting music lessons by age 7 was associated with enhanced note-naming accuracy, equivalent abilities were evident among listeners who started music lessons on piano at a later age. Conclusions/Significance: Because the human voice is inextricably linked to language and meaning, it may be processed automatically by voice-specific mechanisms that interfere with note naming among AP possessors. Lessons on piano or other fixed-pitch instruments appear to enhance AP abilities and to extend the sensitive period for exposure to music in order to develop accurate AP.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="96a8414ea60ade9ddcf6b6f134ad3911" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":82928008,"asset_id":74968047,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/82928008/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="74968047"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="74968047"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 74968047; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="74968046"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/74968046/Identification_of_TV_Tunes_by_Children_with_Cochlear_Implants"><img alt="Research paper thumbnail of Identification of TV Tunes by Children with Cochlear Implants" class="work-thumbnail" src="https://attachments.academia-assets.com/82927905/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/74968046/Identification_of_TV_Tunes_by_Children_with_Cochlear_Implants">Identification of TV Tunes by Children with Cochlear Implants</a></div><div class="wp-workCard_item"><span>Music Perception</span><span>, 2009</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">INTRINSIC PITCH PROCESSING LIMITATIONS OF cochlear implants constrain the perception of music, pa...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">INTRINSIC PITCH PROCESSING LIMITATIONS OF cochlear implants constrain the perception of music, particularly melodies. We tested child implant users&#39; ability to recognize music on the basis of incidental exposure.Using a closed-set task, prelingually deaf children with implants and hearing children were required to identify three renditions of the theme music from their favorite TV programs: a flute rendition of the main (sung) melody, a full instrumental version without lyrics, and the original music. Although child implant users were less accurate than hearing children, they successfully identified all versions of songs at above-chance levels—âa finding that contradicts widespread claims of child and adult implant users&#39; difficulties with melody identification.We attribute their success primarily to timing cues that match those of the original music.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c50095bc487785cbb3054099c3d160d4" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":82927905,"asset_id":74968046,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/82927905/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="74968046"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="74968046"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 74968046; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="74968045"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/74968045/Is_There_an_Asian_Advantage_for_Pitch_Memory"><img alt="Research paper thumbnail of Is There an Asian Advantage for Pitch Memory?" class="work-thumbnail" src="https://attachments.academia-assets.com/83640171/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/74968045/Is_There_an_Asian_Advantage_for_Pitch_Memory">Is There an Asian Advantage for Pitch Memory?</a></div><div class="wp-workCard_item"><span>Music Perception: An Interdisciplinary Journal</span><span>, 2008</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">ABSOLUTE PITCH (AP) IS THE ABILITY TO IDENTIFY OR produce a musical note in isolation. As traditi...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">ABSOLUTE PITCH (AP) IS THE ABILITY TO IDENTIFY OR produce a musical note in isolation. As traditionally defined, AP requires accurate pitch memory as well as knowledge of note names. The incidence of AP is higher in Asia than it is in North America.We used a task with no naming requirements to examine pitch memory among Canadian 9- to 12-year-olds of Asian (Chinese) or non-Asian (European) heritage. On each trial, children heard two versions of a 5-s excerpt from a familiar recording, one of which was shifted upward or downward in pitch. They were asked to identify the excerpt at the original pitch. The groups performed comparably, and knowledge of a tone language did not affect performance. Nonetheless, Asians performed better on a test of academic achievement. These results provide no support for the contribution of genetics or tone-language use to cross-cultural differences in pitch memory.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="bb2db80a7dda7050c9c154aa4fe782db" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":83640171,"asset_id":74968045,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/83640171/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="74968045"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="74968045"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 74968045; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="5506201" id="mostrecentfirst"><div class="js-work-strip profile--work_container" data-work-id="6428108"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/6428108/Something_in_the_way_she_sings_Enhanced_memory_for_vocal_melodies"><img alt="Research paper thumbnail of Something in the way she sings: Enhanced memory for vocal melodies" class="work-thumbnail" src="https://attachments.academia-assets.com/33229493/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/6428108/Something_in_the_way_she_sings_Enhanced_memory_for_vocal_melodies">Something in the way she sings: Enhanced memory for vocal melodies</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://utoronto.academia.edu/SandraTrehub">Sandra Trehub</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://utoronto.academia.edu/GlennSchellenberg">Glenn Schellenberg</a></span></div><div class="wp-workCard_item"><span>Psychological Science</span><span>, 2012</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Across species, there is considerable evidence of preferential processing for biologically signif...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Across species, there is considerable evidence of preferential processing for biologically significant signals such as conspecific vocalizations and the calls of individual conspecifics. Surprisingly, music cognition in human listeners is typically studied with stimuli that are relatively low in biological significance, such as instrumental sounds. The present study explored the possibility that melodies might be remembered better when presented vocally rather than instrumentally. Adults listened to unfamiliar folk melodies, with some presented in familiar timbres (voice and piano) and others in less familiar timbres (banjo and marimba). They were subsequently tested on recognition of previously heard melodies intermixed with novel melodies. Melodies presented vocally were remembered better than those presented instrumentally even though they were liked less. Factors underlying the advantage for vocal melodies remain to be determined. In line with its biological significance, vocal music may evoke increased vigilance or arousal, which in turn may result in greater depth of processing and enhanced memory for musical details.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f4cf6b5dfe350d58d485b89a0f489d91" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":33229493,"asset_id":6428108,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/33229493/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="6428108"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="6428108"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 6428108; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=6428108]").text(description); $(".js-view-count[data-work-id=6428108]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 6428108; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='6428108']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "f4cf6b5dfe350d58d485b89a0f489d91" } } $('.js-work-strip[data-work-id=6428108]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":6428108,"title":"Something in the way she sings: Enhanced memory for vocal melodies","translated_title":"","metadata":{"grobid_abstract":"Across species, there is considerable evidence of preferential processing for biologically significant signals such as conspecific vocalizations and the calls of individual conspecifics. 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In line with its biological significance, vocal music may evoke increased vigilance or arousal, which in turn may result in greater depth of processing and enhanced memory for musical details.","publication_date":{"day":null,"month":null,"year":2012,"errors":{}},"publication_name":"Psychological Science","grobid_abstract_attachment_id":33229493},"translated_abstract":null,"internal_url":"https://www.academia.edu/6428108/Something_in_the_way_she_sings_Enhanced_memory_for_vocal_melodies","translated_internal_url":"","created_at":"2014-03-16T00:10:47.042-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":3873217,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":11948831,"work_id":6428108,"tagging_user_id":3873217,"tagged_user_id":null,"co_author_invite_id":2804961,"email":"m***s@utoronto.ca","display_order":0,"name":"Michael Weiss","title":"Something in the way she sings: Enhanced memory for vocal melodies"},{"id":11948874,"work_id":6428108,"tagging_user_id":3873217,"tagged_user_id":29547711,"co_author_invite_id":null,"email":"g***g@utoronto.ca","affiliation":"University of Toronto","display_order":4194304,"name":"Glenn Schellenberg","title":"Something in the way she sings: Enhanced memory for vocal melodies"}],"downloadable_attachments":[{"id":33229493,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/33229493/thumbnails/1.jpg","file_name":"WeissTrehubSchellenbergPsySci2012.pdf","download_url":"https://www.academia.edu/attachments/33229493/download_file","bulk_download_file_name":"Something_in_the_way_she_sings_Enhanced.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/33229493/WeissTrehubSchellenbergPsySci2012-libre.pdf?1394953663=\u0026response-content-disposition=attachment%3B+filename%3DSomething_in_the_way_she_sings_Enhanced.pdf\u0026Expires=1738744591\u0026Signature=RCSocd6wnOxfiPEHh01YVZyabfiO3TVsqO-Y0mkGoStbsyQ6R2c9hB~Xg1ppzyzxJ2e3pxwcry5Kp~AJfMnfajq6RABed4aq6vwFJAxfVo2S7cwVc5TIo2PyxwrYhUL99fYdPyxEsP0uzL28H8hsbT~OeWBeJcmJaDVgS0syQbDivKkFJk3N3R9S85zLnbH-xfkO8jrN-8t~ptp4JMz7R04HKz2J8R7fvFAnNVFc19XzVl-r~k-oec3Syi3zlVQmHPCicjyOZnJvfh5tzJPdLzWXyFFD5sNJDef9~4wFtVPtXG3NlGlNhxVEWvEelvyZTE7SIY68NQpHHNA3AEeWUA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Something_in_the_way_she_sings_Enhanced_memory_for_vocal_melodies","translated_slug":"","page_count":5,"language":"en","content_type":"Work","summary":"Across species, there is considerable evidence of preferential processing for biologically significant signals such as conspecific vocalizations and the calls of individual conspecifics. Surprisingly, music cognition in human listeners is typically studied with stimuli that are relatively low in biological significance, such as instrumental sounds. The present study explored the possibility that melodies might be remembered better when presented vocally rather than instrumentally. Adults listened to unfamiliar folk melodies, with some presented in familiar timbres (voice and piano) and others in less familiar timbres (banjo and marimba). They were subsequently tested on recognition of previously heard melodies intermixed with novel melodies. Melodies presented vocally were remembered better than those presented instrumentally even though they were liked less. Factors underlying the advantage for vocal melodies remain to be determined. 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If ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Nonmusicians remember vocal melodies (i.e., sung to la la) better than instrumental melodies. If greater exposure to the voice contributes to those effects, then long-term experience with instrumental timbres should elicit instrument-specific advantages. Here we evaluate this hypothesis by comparing pianists with other musicians and nonmusicians. We also evaluate the possibility that absolute pitch (AP), which involves exceptional memory for isolated pitches, influences melodic memory. Participants heard 24 melodies played in four timbres (voice, piano, banjo, marimba) and were subsequently required to distinguish the melodies heard previously from 24 novel melodies presented in the same timbres. Musicians performed better than nonmusicians, but both groups showed a comparable memory advantage for vocal melodies. Moreover, pianists performed no better on melodies played on piano than on other instruments, and AP musicians performed no differently than non-AP musicians. The findings confirm the robust nature of the voice advantage and rule out explanations based on familiarity, practice, and motor representations.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f5be2e38708ad062d1e28d7f34442f69" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":47145390,"asset_id":26880886,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/47145390/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="26880886"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="26880886"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 26880886; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=26880886]").text(description); $(".js-view-count[data-work-id=26880886]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 26880886; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='26880886']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "f5be2e38708ad062d1e28d7f34442f69" } } $('.js-work-strip[data-work-id=26880886]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":26880886,"title":"Pianists exhibit enhanced memory for vocal melodies but not piano melodies","translated_title":"","metadata":{"grobid_abstract":"Nonmusicians remember vocal melodies (i.e., sung to la la) better than instrumental melodies. If greater exposure to the voice contributes to those effects, then long-term experience with instrumental timbres should elicit instrument-specific advantages. Here we evaluate this hypothesis by comparing pianists with other musicians and nonmusicians. We also evaluate the possibility that absolute pitch (AP), which involves exceptional memory for isolated pitches, influences melodic memory. Participants heard 24 melodies played in four timbres (voice, piano, banjo, marimba) and were subsequently required to distinguish the melodies heard previously from 24 novel melodies presented in the same timbres. Musicians performed better than nonmusicians, but both groups showed a comparable memory advantage for vocal melodies. Moreover, pianists performed no better on melodies played on piano than on other instruments, and AP musicians performed no differently than non-AP musicians. The findings confirm the robust nature of the voice advantage and rule out explanations based on familiarity, practice, and motor representations.","grobid_abstract_attachment_id":47145390},"translated_abstract":null,"internal_url":"https://www.academia.edu/26880886/Pianists_exhibit_enhanced_memory_for_vocal_melodies_but_not_piano_melodies","translated_internal_url":"","created_at":"2016-07-10T17:53:20.238-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":3873217,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":22257037,"work_id":26880886,"tagging_user_id":3873217,"tagged_user_id":5277254,"co_author_invite_id":null,"email":"p***a@gmail.com","affiliation":"Universidade Federal do ABC","display_order":1,"name":"patricia vanzella","title":"Pianists exhibit enhanced memory for vocal melodies but not piano melodies"},{"id":22257038,"work_id":26880886,"tagging_user_id":3873217,"tagged_user_id":29547711,"co_author_invite_id":null,"email":"g***g@utoronto.ca","affiliation":"University of Toronto","display_order":3,"name":"Glenn Schellenberg","title":"Pianists exhibit enhanced memory for vocal melodies but not piano melodies"},{"id":22361030,"work_id":26880886,"tagging_user_id":29547711,"tagged_user_id":41978657,"co_author_invite_id":null,"email":"m***s@case.edu","display_order":4194305,"name":"Michael Weiss","title":"Pianists exhibit enhanced memory for vocal melodies but not piano melodies"}],"downloadable_attachments":[{"id":47145390,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/47145390/thumbnails/1.jpg","file_name":"WeissVanzellaSchellenberbTrehubQJEP2015.pdf","download_url":"https://www.academia.edu/attachments/47145390/download_file","bulk_download_file_name":"Pianists_exhibit_enhanced_memory_for_voc.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/47145390/WeissVanzellaSchellenberbTrehubQJEP2015-libre.pdf?1468265062=\u0026response-content-disposition=attachment%3B+filename%3DPianists_exhibit_enhanced_memory_for_voc.pdf\u0026Expires=1738744591\u0026Signature=EbI4g7MCIkjPNpWcbjN3jJcVo1Zfq0mw7WqWo3ZSQsBPKqn~qrPwwahOiLAmo9~zUIb-zwtAUHO0h2RaJXuT9gEZtLkz5OVf8Te5B1kZrb8u5a7OWanj4B3v3fZYCa4ofk2BLeibAchvLNo9wu~e4uxSzLLQZHm-AWGSGgWGcj5XIqt6nMhMHxXV0eLSbNce1iDNylscIgmhLCVevQHAJiZfvqhxURYWh4iy13XmN-XDj-KcFntIGtIE9WjWUale0zaYjKeeC8067IzD-~zhIX56Y08P9nZIaSDo9v763DmJg5lzSrFjNl-u6Nj4uQVzBsAJldUZQKHJa5MCJFQ0zg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Pianists_exhibit_enhanced_memory_for_vocal_melodies_but_not_piano_melodies","translated_slug":"","page_count":13,"language":"en","content_type":"Work","summary":"Nonmusicians remember vocal melodies (i.e., sung to la la) better than instrumental melodies. If greater exposure to the voice contributes to those effects, then long-term experience with instrumental timbres should elicit instrument-specific advantages. Here we evaluate this hypothesis by comparing pianists with other musicians and nonmusicians. We also evaluate the possibility that absolute pitch (AP), which involves exceptional memory for isolated pitches, influences melodic memory. Participants heard 24 melodies played in four timbres (voice, piano, banjo, marimba) and were subsequently required to distinguish the melodies heard previously from 24 novel melodies presented in the same timbres. Musicians performed better than nonmusicians, but both groups showed a comparable memory advantage for vocal melodies. Moreover, pianists performed no better on melodies played on piano than on other instruments, and AP musicians performed no differently than non-AP musicians. The findings confirm the robust nature of the voice advantage and rule out explanations based on familiarity, practice, and motor representations.","owner":{"id":3873217,"first_name":"Sandra","middle_initials":null,"last_name":"Trehub","page_name":"SandraTrehub","domain_name":"utoronto","created_at":"2013-04-20T13:16:17.636-07:00","display_name":"Sandra Trehub","url":"https://utoronto.academia.edu/SandraTrehub"},"attachments":[{"id":47145390,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/47145390/thumbnails/1.jpg","file_name":"WeissVanzellaSchellenberbTrehubQJEP2015.pdf","download_url":"https://www.academia.edu/attachments/47145390/download_file","bulk_download_file_name":"Pianists_exhibit_enhanced_memory_for_voc.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/47145390/WeissVanzellaSchellenberbTrehubQJEP2015-libre.pdf?1468265062=\u0026response-content-disposition=attachment%3B+filename%3DPianists_exhibit_enhanced_memory_for_voc.pdf\u0026Expires=1738744591\u0026Signature=EbI4g7MCIkjPNpWcbjN3jJcVo1Zfq0mw7WqWo3ZSQsBPKqn~qrPwwahOiLAmo9~zUIb-zwtAUHO0h2RaJXuT9gEZtLkz5OVf8Te5B1kZrb8u5a7OWanj4B3v3fZYCa4ofk2BLeibAchvLNo9wu~e4uxSzLLQZHm-AWGSGgWGcj5XIqt6nMhMHxXV0eLSbNce1iDNylscIgmhLCVevQHAJiZfvqhxURYWh4iy13XmN-XDj-KcFntIGtIE9WjWUale0zaYjKeeC8067IzD-~zhIX56Y08P9nZIaSDo9v763DmJg5lzSrFjNl-u6Nj4uQVzBsAJldUZQKHJa5MCJFQ0zg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_"},{"id":25836,"name":"Music Perception","url":"https://www.academia.edu/Documents/in/Music_Perception"},{"id":82943,"name":"Singing","url":"https://www.academia.edu/Documents/in/Singing"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="3344078"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/3344078/Natural_musical_intervals_Evidence_from_infant_listeners"><img alt="Research paper thumbnail of Natural musical intervals: Evidence from infant listeners" class="work-thumbnail" src="https://attachments.academia-assets.com/33177807/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/3344078/Natural_musical_intervals_Evidence_from_infant_listeners">Natural musical intervals: Evidence from infant listeners</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://utoronto.academia.edu/GlennSchellenberg">Glenn Schellenberg</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://utoronto.academia.edu/SandraTrehub">Sandra Trehub</a></span></div><div class="wp-workCard_item"><span>Psychological Science</span><span>, Sep 1996</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Ancient and medieval scholars considered tones related hy simple (small-integer) ratios to he nat...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Ancient and medieval scholars considered tones related hy simple (small-integer) ratios to he naturally pleasing, hut contemporary scholars attribute the special perceptual status of such sounds to exposure. We investigated the possihility of processing predispositions for some tone combinations hy evaluating infants' ability to detect subtle changes to patterns of simultaneous and sequential tones. Infants detected such changes to pairs of pure tones (intervals) only when the tones were related by simple frequency ratios. This was the case for 9-month-oid infants tested with harmonic (simultaneous) intervals and for 6-month-old infants tested with melodic (sequential) intervals. These results are consistent with a biological basis for the prevalence of particular intervals historically and cross-culturallv.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="2aef7879b84354c29a58ff6d2244f11f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":33177807,"asset_id":3344078,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/33177807/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="3344078"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="3344078"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 3344078; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=3344078]").text(description); $(".js-view-count[data-work-id=3344078]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 3344078; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='3344078']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "2aef7879b84354c29a58ff6d2244f11f" } } $('.js-work-strip[data-work-id=3344078]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":3344078,"title":"Natural musical intervals: Evidence from infant listeners","translated_title":"","metadata":{"publisher":"pss.sagepub.com","grobid_abstract":"Ancient and medieval scholars considered tones related hy simple (small-integer) ratios to he naturally pleasing, hut contemporary scholars attribute the special perceptual status of such sounds to exposure. We investigated the possihility of processing predispositions for some tone combinations hy evaluating infants' ability to detect subtle changes to patterns of simultaneous and sequential tones. Infants detected such changes to pairs of pure tones (intervals) only when the tones were related by simple frequency ratios. This was the case for 9-month-oid infants tested with harmonic (simultaneous) intervals and for 6-month-old infants tested with melodic (sequential) intervals. These results are consistent with a biological basis for the prevalence of particular intervals historically and cross-culturallv.","publication_date":{"day":null,"month":9,"year":1996,"errors":{}},"publication_name":"Psychological Science","grobid_abstract_attachment_id":33177807},"translated_abstract":null,"internal_url":"https://www.academia.edu/3344078/Natural_musical_intervals_Evidence_from_infant_listeners","translated_internal_url":"","created_at":"2013-04-20T13:17:00.835-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":3873217,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":11948863,"work_id":3344078,"tagging_user_id":3873217,"tagged_user_id":29547711,"co_author_invite_id":null,"email":"g***g@utoronto.ca","affiliation":"University of Toronto","display_order":0,"name":"Glenn Schellenberg","title":"Natural musical intervals: Evidence from infant listeners"}],"downloadable_attachments":[{"id":33177807,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/33177807/thumbnails/1.jpg","file_name":"SchellenbergTrehubPsySci96.pdf","download_url":"https://www.academia.edu/attachments/33177807/download_file","bulk_download_file_name":"Natural_musical_intervals_Evidence_from.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/33177807/SchellenbergTrehubPsySci96-libre.pdf?1394439311=\u0026response-content-disposition=attachment%3B+filename%3DNatural_musical_intervals_Evidence_from.pdf\u0026Expires=1738744591\u0026Signature=fp328ODl9GlB55rsfZZsVNGj-KUo6vokBn~fF4sI8I6wqQkf5p1SNVcMyP0-YHZ72zxuI3eho4DpXe7HTQcuxD0Sgf0Svn-vjGVXnwhJPTY~hCfM4tfYlJCcIGoX1ahTw-SsBEo6YmAWAGA6NsmTlhfaQ7B4o~ncrVQ2RtqvU9TGQSdnVa5OAyscIXun7qZ91q7GqdK-ms33TN~lGNIxFn3NsIi8GJa2EnaD1hLJcqcw55~lc8wFNvW3dr65mPCKhKe18LbpGHgu1XijZHc-4us~nezlrP7limagJQHllVWwpKyziFEx9ZMP9Q7IcxNU-xUg83KLbPWDFZC6coQ9Cw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Natural_musical_intervals_Evidence_from_infant_listeners","translated_slug":"","page_count":7,"language":"en","content_type":"Work","summary":"Ancient and medieval scholars considered tones related hy simple (small-integer) ratios to he naturally pleasing, hut contemporary scholars attribute the special perceptual status of such sounds to exposure. We investigated the possihility of processing predispositions for some tone combinations hy evaluating infants' ability to detect subtle changes to patterns of simultaneous and sequential tones. Infants detected such changes to pairs of pure tones (intervals) only when the tones were related by simple frequency ratios. This was the case for 9-month-oid infants tested with harmonic (simultaneous) intervals and for 6-month-old infants tested with melodic (sequential) intervals. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="6428035"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/6428035/Identification_of_TV_tunes_by_children_with_cochlear_implants"><img alt="Research paper thumbnail of Identification of TV tunes by children with cochlear implants" class="work-thumbnail" src="https://attachments.academia-assets.com/33229428/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/6428035/Identification_of_TV_tunes_by_children_with_cochlear_implants">Identification of TV tunes by children with cochlear implants</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://utoronto.academia.edu/GlennSchellenberg">Glenn Schellenberg</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://utoronto.academia.edu/SandraTrehub">Sandra Trehub</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/TaraVongpaisal">Tara Vongpaisal</a></span></div><div class="wp-workCard_item"><span>Music Perception</span><span>, 2009</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">cochlear implants constrain the perception of music, particularly melodies. We tested child impla...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">cochlear implants constrain the perception of music, particularly melodies. We tested child implant users' ability to recognize music on the basis of incidental exposure. Using a closed-set task, prelingually deaf children with implants and hearing children were required to identify three renditions of the theme music from their favorite TV programs: a flute rendition of the main (sung) melody, a full instrumental version without lyrics, and the original music. Although child implant users were less accurate than hearing children, they successfully identified all versions of songs at above-chance levels-a finding that contradicts widespread claims of child and adult implant users' difficulties with melody identification. We attribute their success primarily to timing cues that match those of the original music.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="2c582bb11719548c08133cdbfb2cccff" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":33229428,"asset_id":6428035,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/33229428/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="6428035"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="6428035"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 6428035; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=6428035]").text(description); $(".js-view-count[data-work-id=6428035]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 6428035; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='6428035']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "2c582bb11719548c08133cdbfb2cccff" } } $('.js-work-strip[data-work-id=6428035]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":6428035,"title":"Identification of TV tunes by children with cochlear implants","translated_title":"","metadata":{"grobid_abstract":"cochlear implants constrain the perception of music, particularly melodies. 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We tested child implant users' ability to recognize music on the basis of incidental exposure. Using a closed-set task, prelingually deaf children with implants and hearing children were required to identify three renditions of the theme music from their favorite TV programs: a flute rendition of the main (sung) melody, a full instrumental version without lyrics, and the original music. Although child implant users were less accurate than hearing children, they successfully identified all versions of songs at above-chance levels-a finding that contradicts widespread claims of child and adult implant users' difficulties with melody identification. 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As traditionally defined, AP requires accurate pitch memory ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">produce a musical note in isolation. As traditionally defined, AP requires accurate pitch memory as well as knowledge of note names. The incidence of AP is higher in Asia than it is in North America. We used a task with no naming requirements to examine pitch memory among Canadian 9-to 12-year-olds of Asian (Chinese) or non-Asian (European) heritage. On each trial, children heard two versions of a 5-s excerpt from a familiar recording, one of which was shifted upward or downward in pitch. They were asked to identify the excerpt at the original pitch. The groups performed comparably, and knowledge of a tone language did not affect performance. Nonetheless, Asians performed better on a test of academic achievement. These results provide no support for the contribution of genetics or tone-language use to cross-cultural differences in pitch memory.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6f89f71be621c8cb16ebe954319032fd" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":33229453,"asset_id":6428066,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/33229453/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="6428066"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="6428066"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 6428066; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=6428066]").text(description); $(".js-view-count[data-work-id=6428066]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 6428066; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='6428066']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "6f89f71be621c8cb16ebe954319032fd" } } $('.js-work-strip[data-work-id=6428066]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":6428066,"title":"Is there an Asian advantage for pitch memory?","translated_title":"","metadata":{"grobid_abstract":"produce a musical note in isolation. As traditionally defined, AP requires accurate pitch memory as well as knowledge of note names. The incidence of AP is higher in Asia than it is in North America. We used a task with no naming requirements to examine pitch memory among Canadian 9-to 12-year-olds of Asian (Chinese) or non-Asian (European) heritage. On each trial, children heard two versions of a 5-s excerpt from a familiar recording, one of which was shifted upward or downward in pitch. They were asked to identify the excerpt at the original pitch. The groups performed comparably, and knowledge of a tone language did not affect performance. Nonetheless, Asians performed better on a test of academic achievement. These results provide no support for the contribution of genetics or tone-language use to cross-cultural differences in pitch memory.","publication_date":{"day":null,"month":null,"year":2008,"errors":{}},"publication_name":"Music Perception","grobid_abstract_attachment_id":33229453},"translated_abstract":null,"internal_url":"https://www.academia.edu/6428066/Is_there_an_Asian_advantage_for_pitch_memory","translated_internal_url":"","created_at":"2014-03-16T00:02:59.733-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":3873217,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":11948872,"work_id":6428066,"tagging_user_id":3873217,"tagged_user_id":29547711,"co_author_invite_id":null,"email":"g***g@utoronto.ca","affiliation":"University of Toronto","display_order":0,"name":"Glenn Schellenberg","title":"Is there an Asian advantage for pitch memory?"}],"downloadable_attachments":[{"id":33229453,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/33229453/thumbnails/1.jpg","file_name":"SchellenbergTrehubMusPerc08.pdf","download_url":"https://www.academia.edu/attachments/33229453/download_file","bulk_download_file_name":"Is_there_an_Asian_advantage_for_pitch_me.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/33229453/SchellenbergTrehubMusPerc08-libre.pdf?1394953289=\u0026response-content-disposition=attachment%3B+filename%3DIs_there_an_Asian_advantage_for_pitch_me.pdf\u0026Expires=1738744591\u0026Signature=a0~5nqWvkIj~056ljGulJJq01hwr8fuW6Z4YYXj~7SxG0bTPtu9lOAMdcCzlGAZwZlhNK-k3Z-wILpBX0SY78P6REQRH~s1MSkMOq255e9aFJ5l-BshcKM-ecuiYjzfDkPUzLG7OmX45aexjdxESUWFYLEOcKHKGkNNlJ-1Qs71c0l1XsoDyeM7z1~lIzaE~E0~SA5GvPF2BDUQCH-RQ~D2UowQeSjfAt8d9ZrRWJ5PpkaveNyXKw2ojnvZ2bDBALIHpOXE5srk~rnriwuF0S7~CAxomOmfzml2KwIML7S39dCrZ5HYyXwjDYyleOUnXvR58r9iXDQxk9tNY0~to9g__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Is_there_an_Asian_advantage_for_pitch_memory","translated_slug":"","page_count":12,"language":"en","content_type":"Work","summary":"produce a musical note in isolation. As traditionally defined, AP requires accurate pitch memory as well as knowledge of note names. The incidence of AP is higher in Asia than it is in North America. We used a task with no naming requirements to examine pitch memory among Canadian 9-to 12-year-olds of Asian (Chinese) or non-Asian (European) heritage. On each trial, children heard two versions of a 5-s excerpt from a familiar recording, one of which was shifted upward or downward in pitch. They were asked to identify the excerpt at the original pitch. The groups performed comparably, and knowledge of a tone language did not affect performance. Nonetheless, Asians performed better on a test of academic achievement. These results provide no support for the contribution of genetics or tone-language use to cross-cultural differences in pitch memory.","owner":{"id":3873217,"first_name":"Sandra","middle_initials":null,"last_name":"Trehub","page_name":"SandraTrehub","domain_name":"utoronto","created_at":"2013-04-20T13:16:17.636-07:00","display_name":"Sandra Trehub","url":"https://utoronto.academia.edu/SandraTrehub"},"attachments":[{"id":33229453,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/33229453/thumbnails/1.jpg","file_name":"SchellenbergTrehubMusPerc08.pdf","download_url":"https://www.academia.edu/attachments/33229453/download_file","bulk_download_file_name":"Is_there_an_Asian_advantage_for_pitch_me.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/33229453/SchellenbergTrehubMusPerc08-libre.pdf?1394953289=\u0026response-content-disposition=attachment%3B+filename%3DIs_there_an_Asian_advantage_for_pitch_me.pdf\u0026Expires=1738744591\u0026Signature=a0~5nqWvkIj~056ljGulJJq01hwr8fuW6Z4YYXj~7SxG0bTPtu9lOAMdcCzlGAZwZlhNK-k3Z-wILpBX0SY78P6REQRH~s1MSkMOq255e9aFJ5l-BshcKM-ecuiYjzfDkPUzLG7OmX45aexjdxESUWFYLEOcKHKGkNNlJ-1Qs71c0l1XsoDyeM7z1~lIzaE~E0~SA5GvPF2BDUQCH-RQ~D2UowQeSjfAt8d9ZrRWJ5PpkaveNyXKw2ojnvZ2bDBALIHpOXE5srk~rnriwuF0S7~CAxomOmfzml2KwIML7S39dCrZ5HYyXwjDYyleOUnXvR58r9iXDQxk9tNY0~to9g__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_"},{"id":4583,"name":"Child Development","url":"https://www.academia.edu/Documents/in/Child_Development"},{"id":25836,"name":"Music Perception","url":"https://www.academia.edu/Documents/in/Music_Perception"},{"id":72152,"name":"Absolute Pitch","url":"https://www.academia.edu/Documents/in/Absolute_Pitch"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="6428125"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/6428125/Developmental_changes_in_the_perception_of_pitch_contour_Distinguishing_up_from_down"><img alt="Research paper thumbnail of Developmental changes in the perception of pitch contour: Distinguishing up from down" class="work-thumbnail" src="https://attachments.academia-assets.com/33229506/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/6428125/Developmental_changes_in_the_perception_of_pitch_contour_Distinguishing_up_from_down">Developmental changes in the perception of pitch contour: Distinguishing up from down</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/StephanieStalinski">Stephanie Stalinski</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://utoronto.academia.edu/SandraTrehub">Sandra Trehub</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://utoronto.academia.edu/GlennSchellenberg">Glenn Schellenberg</a></span></div><div class="wp-workCard_item"><span>Journal of the Acoustical Society of America</span><span>, 2008</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Musically untrained participants in five age groups ͑5-, 6-, 8-, and 11-year-olds, and adults͒ he...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Musically untrained participants in five age groups ͑5-, 6-, 8-, and 11-year-olds, and adults͒ heard sequences of three 1 s piano tones in which the first and third tones were identical ͑A5, or 880 Hz͒ but the middle tone was displaced upward or downward in pitch. Their task was to identify whether the middle tone was higher or lower than the other two tones. In experiment 1, 5-year-olds successfully identified upward and downward shifts of 4, 2, 1, 0.5, and 0.3 semitones. In experiment 2, older children ͑6-, 8-, and 11-year-olds͒ and adults successfully identified the same shifts as well as a smaller shift ͑0.1 semitone͒. For all age groups, performance accuracy decreased as the size of the shift decreased. Performance improved from 5 to 8 years of age, reaching adult levels at 8 years.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e8adca95ee91f8a0764f93f501ab3ac5" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":33229506,"asset_id":6428125,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/33229506/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="6428125"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="6428125"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 6428125; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=6428125]").text(description); $(".js-view-count[data-work-id=6428125]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 6428125; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='6428125']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e8adca95ee91f8a0764f93f501ab3ac5" } } $('.js-work-strip[data-work-id=6428125]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":6428125,"title":"Developmental changes in the perception of pitch contour: Distinguishing up from down","translated_title":"","metadata":{"grobid_abstract":"Musically untrained participants in five age groups ͑5-, 6-, 8-, and 11-year-olds, and adults͒ heard sequences of three 1 s piano tones in which the first and third tones were identical ͑A5, or 880 Hz͒ but the middle tone was displaced upward or downward in pitch. Their task was to identify whether the middle tone was higher or lower than the other two tones. In experiment 1, 5-year-olds successfully identified upward and downward shifts of 4, 2, 1, 0.5, and 0.3 semitones. In experiment 2, older children ͑6-, 8-, and 11-year-olds͒ and adults successfully identified the same shifts as well as a smaller shift ͑0.1 semitone͒. For all age groups, performance accuracy decreased as the size of the shift decreased. Performance improved from 5 to 8 years of age, reaching adult levels at 8 years.","publication_date":{"day":null,"month":null,"year":2008,"errors":{}},"publication_name":"Journal of the Acoustical Society of America","grobid_abstract_attachment_id":33229506},"translated_abstract":null,"internal_url":"https://www.academia.edu/6428125/Developmental_changes_in_the_perception_of_pitch_contour_Distinguishing_up_from_down","translated_internal_url":"","created_at":"2014-03-16T00:13:36.767-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":3873217,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":11948832,"work_id":6428125,"tagging_user_id":3873217,"tagged_user_id":41039041,"co_author_invite_id":2804962,"email":"s***i@utoronto.ca","display_order":0,"name":"Stephanie Stalinski","title":"Developmental changes in the perception of pitch contour: Distinguishing up from down"},{"id":11948875,"work_id":6428125,"tagging_user_id":3873217,"tagged_user_id":29547711,"co_author_invite_id":null,"email":"g***g@utoronto.ca","affiliation":"University of Toronto","display_order":4194304,"name":"Glenn Schellenberg","title":"Developmental changes in the perception of pitch contour: Distinguishing up from down"}],"downloadable_attachments":[{"id":33229506,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/33229506/thumbnails/1.jpg","file_name":"StalinskiSchellenbergTrehubJASA08.pdf","download_url":"https://www.academia.edu/attachments/33229506/download_file","bulk_download_file_name":"Developmental_changes_in_the_perception.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/33229506/StalinskiSchellenbergTrehubJASA08-libre.pdf?1394953898=\u0026response-content-disposition=attachment%3B+filename%3DDevelopmental_changes_in_the_perception.pdf\u0026Expires=1738726699\u0026Signature=d9GzjlUtK8qVMcr-XlvrYX~qJ73J9oQRB9RZhtQU~Mah6yJpULvvY0bhnyyI1BZ8gEIx8hrYxfLD917qCXLN5mva68zmxlEjSPwPhnZn~D-z7icGTh7IsHOQNlZB-Mnb-ACiWJkidXgwpyqwrufzgzf~GJGd1iuJS5RBTPzvruDAevuD6S8dtVgRQQofkr4vgKZlXX6lRuEu83que2~BWL79T2N5ADVbAwOk8PZAfnuFoZyDMcFG8YUk896T-z9D60XfmrlK7fRtkSthF65JLd44sfEKeqGpbySHCzb9pBG5SUCA5CxdbDnuCAvfwuNcJQ0ge4nhKgY-gBF4hpqedQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Developmental_changes_in_the_perception_of_pitch_contour_Distinguishing_up_from_down","translated_slug":"","page_count":5,"language":"en","content_type":"Work","summary":"Musically untrained participants in five age groups ͑5-, 6-, 8-, and 11-year-olds, and adults͒ heard sequences of three 1 s piano tones in which the first and third tones were identical ͑A5, or 880 Hz͒ but the middle tone was displaced upward or downward in pitch. Their task was to identify whether the middle tone was higher or lower than the other two tones. In experiment 1, 5-year-olds successfully identified upward and downward shifts of 4, 2, 1, 0.5, and 0.3 semitones. In experiment 2, older children ͑6-, 8-, and 11-year-olds͒ and adults successfully identified the same shifts as well as a smaller shift ͑0.1 semitone͒. For all age groups, performance accuracy decreased as the size of the shift decreased. Performance improved from 5 to 8 years of age, reaching adult levels at 8 years.","owner":{"id":3873217,"first_name":"Sandra","middle_initials":null,"last_name":"Trehub","page_name":"SandraTrehub","domain_name":"utoronto","created_at":"2013-04-20T13:16:17.636-07:00","display_name":"Sandra Trehub","url":"https://utoronto.academia.edu/SandraTrehub"},"attachments":[{"id":33229506,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/33229506/thumbnails/1.jpg","file_name":"StalinskiSchellenbergTrehubJASA08.pdf","download_url":"https://www.academia.edu/attachments/33229506/download_file","bulk_download_file_name":"Developmental_changes_in_the_perception.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/33229506/StalinskiSchellenbergTrehubJASA08-libre.pdf?1394953898=\u0026response-content-disposition=attachment%3B+filename%3DDevelopmental_changes_in_the_perception.pdf\u0026Expires=1738726699\u0026Signature=d9GzjlUtK8qVMcr-XlvrYX~qJ73J9oQRB9RZhtQU~Mah6yJpULvvY0bhnyyI1BZ8gEIx8hrYxfLD917qCXLN5mva68zmxlEjSPwPhnZn~D-z7icGTh7IsHOQNlZB-Mnb-ACiWJkidXgwpyqwrufzgzf~GJGd1iuJS5RBTPzvruDAevuD6S8dtVgRQQofkr4vgKZlXX6lRuEu83que2~BWL79T2N5ADVbAwOk8PZAfnuFoZyDMcFG8YUk896T-z9D60XfmrlK7fRtkSthF65JLd44sfEKeqGpbySHCzb9pBG5SUCA5CxdbDnuCAvfwuNcJQ0ge4nhKgY-gBF4hpqedQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":4583,"name":"Child Development","url":"https://www.academia.edu/Documents/in/Child_Development"},{"id":85695,"name":"Music Perception and Cognition","url":"https://www.academia.edu/Documents/in/Music_Perception_and_Cognition"},{"id":154341,"name":"Pitch Perception","url":"https://www.academia.edu/Documents/in/Pitch_Perception"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="6427960"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/6427960/Age_related_changes_in_talker_recognition_with_reduced_spectral_cues"><img alt="Research paper thumbnail of Age-related changes in talker recognition with reduced spectral cues" class="work-thumbnail" src="https://attachments.academia-assets.com/33229761/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/6427960/Age_related_changes_in_talker_recognition_with_reduced_spectral_cues">Age-related changes in talker recognition with reduced spectral cues</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://utoronto.academia.edu/SandraTrehub">Sandra Trehub</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://utoronto.academia.edu/GlennSchellenberg">Glenn Schellenberg</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/TaraVongpaisal">Tara Vongpaisal</a></span></div><div class="wp-workCard_item"><span>Journal of the Acoustical Society of America</span><span>, 2012</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Temporal information provided by cochlear implants enables successful speech perception in quiet,...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Temporal information provided by cochlear implants enables successful speech perception in quiet, but limited spectral information precludes comparable success in voice perception. Talker identification and speech decoding by young hearing children (5-7 yr), older hearing children (10-12 yr), and hearing adults were examined by means of vocoder simulations of cochlear implant processing. In Experiment 1, listeners heard vocoder simulations of sentences from a man, woman, and girl and were required to identify the talker from a closed set. Younger children identified talkers more poorly than older listeners, but all age groups showed similar benefit from increased spectral information. In Experiment 2, children and adults provided verbatim repetition of vocoded sentences from the same talkers. The youngest children had more difficulty than older listeners, but all age groups showed comparable benefit from increasing spectral resolution. At comparable levels of spectral degradation, performance on the open-set task of speech decoding was considerably more accurate than on the closed-set task of talker identification. Hearing children's ability to identify talkers and decode speech from spectrally degraded material sheds light on the difficulty of these domains for child implant users.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="96ca5426017a31a287c40a2f94ecc7a0" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":33229761,"asset_id":6427960,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/33229761/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="6427960"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="6427960"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 6427960; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=6427960]").text(description); $(".js-view-count[data-work-id=6427960]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 6427960; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='6427960']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "96ca5426017a31a287c40a2f94ecc7a0" } } $('.js-work-strip[data-work-id=6427960]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":6427960,"title":"Age-related changes in talker recognition with reduced spectral cues","translated_title":"","metadata":{"grobid_abstract":"Temporal information provided by cochlear implants enables successful speech perception in quiet, but limited spectral information precludes comparable success in voice perception. 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Canadian 9-and 10-year-olds distinguished the original pitch level of familiar television theme songs from foils that were pitch-shifted by one semitone, whereas 5-to 8-year-olds failed to do so (Experiment 1). In contrast, Japanese 5-and 6-year-olds distinguished the pitch-shifted foils from the originals, performing significantly better than same-age Canadian children (Experiment 2). Moreover, Japanese 6-year-olds were more accurate than their 5-year-old counterparts. These findings challenge the prevailing view of enhanced pitch memory during early life. We consider factors that may account for Japanese children's superior performance such as their use of a pitch accent language (Japanese) rather than a stress accent language (English) and their experience with musical pitch labels.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="856a963e4eb3e5cab758d383cde189a4" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":33229442,"asset_id":6428053,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/33229442/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="6428053"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="6428053"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 6428053; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=6428053]").text(description); $(".js-view-count[data-work-id=6428053]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 6428053; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='6428053']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "856a963e4eb3e5cab758d383cde189a4" } } $('.js-work-strip[data-work-id=6428053]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":6428053,"title":"Cross-cultural perspectives on pitch memory","translated_title":"","metadata":{"ai_title_tag":"Cultural and Age Differences in Children's Pitch Memory","grobid_abstract":"We examined effects of age and culture on children's memory for the pitch level of familiar music. Canadian 9-and 10-year-olds distinguished the original pitch level of familiar television theme songs from foils that were pitch-shifted by one semitone, whereas 5-to 8-year-olds failed to do so (Experiment 1). In contrast, Japanese 5-and 6-year-olds distinguished the pitch-shifted foils from the originals, performing significantly better than same-age Canadian children (Experiment 2). Moreover, Japanese 6-year-olds were more accurate than their 5-year-old counterparts. These findings challenge the prevailing view of enhanced pitch memory during early life. We consider factors that may account for Japanese children's superior performance such as their use of a pitch accent language (Japanese) rather than a stress accent language (English) and their experience with musical pitch labels.","publication_date":{"day":null,"month":null,"year":2008,"errors":{}},"publication_name":"Journal of Experimental Child Psychology","grobid_abstract_attachment_id":33229442},"translated_abstract":null,"internal_url":"https://www.academia.edu/6428053/Cross_cultural_perspectives_on_pitch_memory","translated_internal_url":"","created_at":"2014-03-16T00:00:35.868-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":3873217,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":11948857,"work_id":6428053,"tagging_user_id":3873217,"tagged_user_id":null,"co_author_invite_id":2804968,"email":"n***a@fun.ac.jp","display_order":0,"name":"Takayuki Nakata","title":"Cross-cultural perspectives on pitch memory"},{"id":11948871,"work_id":6428053,"tagging_user_id":3873217,"tagged_user_id":29547711,"co_author_invite_id":null,"email":"g***g@utoronto.ca","affiliation":"University of Toronto","display_order":4194304,"name":"Glenn Schellenberg","title":"Cross-cultural perspectives on pitch memory"}],"downloadable_attachments":[{"id":33229442,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/33229442/thumbnails/1.jpg","file_name":"TrehubSchellNakataJECP08.pdf","download_url":"https://www.academia.edu/attachments/33229442/download_file","bulk_download_file_name":"Cross_cultural_perspectives_on_pitch_mem.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/33229442/TrehubSchellNakataJECP08-libre.pdf?1394953140=\u0026response-content-disposition=attachment%3B+filename%3DCross_cultural_perspectives_on_pitch_mem.pdf\u0026Expires=1738744591\u0026Signature=B3GzSG9wZEOX1a8sfWAKMd5sN35~PBp0Kj7LI3dN1TauyJG7N9hizOw9yGIGTFiYODJEUiK-2gSSJrcG0oJswujFjR1tsnbFBBFPUEhHuOP~MxLLb59rn57QtYwDKEEyEC4qQ6Ik1lVWvFbg5tPkBE5GFgk6PORqix9kSokPe1NFABy4bWysnjFkaX5NVdXbWed7FLwKs5sJaMeTTONZ5EGOWnFHdSGlQz-q~HnkHUZpEealZY1arOgh7GPbPaj1cWWGgbaPc-1-~D~OU~i6d~HYhkDthrWzYJzzTTO0pXm4KaBphCYU0eUAKuTWY5fzHU4bN~8r1WIb564hzJVcqw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Cross_cultural_perspectives_on_pitch_memory","translated_slug":"","page_count":14,"language":"en","content_type":"Work","summary":"We examined effects of age and culture on children's memory for the pitch level of familiar music. Canadian 9-and 10-year-olds distinguished the original pitch level of familiar television theme songs from foils that were pitch-shifted by one semitone, whereas 5-to 8-year-olds failed to do so (Experiment 1). In contrast, Japanese 5-and 6-year-olds distinguished the pitch-shifted foils from the originals, performing significantly better than same-age Canadian children (Experiment 2). Moreover, Japanese 6-year-olds were more accurate than their 5-year-old counterparts. These findings challenge the prevailing view of enhanced pitch memory during early life. We consider factors that may account for Japanese children's superior performance such as their use of a pitch accent language (Japanese) rather than a stress accent language (English) and their experience with musical pitch labels.","owner":{"id":3873217,"first_name":"Sandra","middle_initials":null,"last_name":"Trehub","page_name":"SandraTrehub","domain_name":"utoronto","created_at":"2013-04-20T13:16:17.636-07:00","display_name":"Sandra Trehub","url":"https://utoronto.academia.edu/SandraTrehub"},"attachments":[{"id":33229442,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/33229442/thumbnails/1.jpg","file_name":"TrehubSchellNakataJECP08.pdf","download_url":"https://www.academia.edu/attachments/33229442/download_file","bulk_download_file_name":"Cross_cultural_perspectives_on_pitch_mem.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/33229442/TrehubSchellNakataJECP08-libre.pdf?1394953140=\u0026response-content-disposition=attachment%3B+filename%3DCross_cultural_perspectives_on_pitch_mem.pdf\u0026Expires=1738744591\u0026Signature=B3GzSG9wZEOX1a8sfWAKMd5sN35~PBp0Kj7LI3dN1TauyJG7N9hizOw9yGIGTFiYODJEUiK-2gSSJrcG0oJswujFjR1tsnbFBBFPUEhHuOP~MxLLb59rn57QtYwDKEEyEC4qQ6Ik1lVWvFbg5tPkBE5GFgk6PORqix9kSokPe1NFABy4bWysnjFkaX5NVdXbWed7FLwKs5sJaMeTTONZ5EGOWnFHdSGlQz-q~HnkHUZpEealZY1arOgh7GPbPaj1cWWGgbaPc-1-~D~OU~i6d~HYhkDthrWzYJzzTTO0pXm4KaBphCYU0eUAKuTWY5fzHU4bN~8r1WIb564hzJVcqw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":671,"name":"Music","url":"https://www.academia.edu/Documents/in/Music"},{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_"},{"id":4583,"name":"Child Development","url":"https://www.academia.edu/Documents/in/Child_Development"},{"id":154341,"name":"Pitch Perception","url":"https://www.academia.edu/Documents/in/Pitch_Perception"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="6353755"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/6353755/Childrens_recognition_of_spectrally_degraded_cartoon_voices"><img alt="Research paper thumbnail of Children's recognition of spectrally degraded cartoon voices" class="work-thumbnail" src="https://attachments.academia-assets.com/33177025/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/6353755/Childrens_recognition_of_spectrally_degraded_cartoon_voices">Children's recognition of spectrally degraded cartoon voices</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://utoronto.academia.edu/SandraTrehub">Sandra Trehub</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://utoronto.academia.edu/GlennSchellenberg">Glenn Schellenberg</a></span></div><div class="wp-workCard_item"><span>Ear & Hearing</span><span>, 2014</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Objectives: Although the spectrally degraded input provided by cochlear implants (CIs) is suffici...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Objectives: Although the spectrally degraded input provided by cochlear implants (CIs) is sufficient for speech perception in quiet, it poses problems for talker identification. The present study examined the ability of normally hearing (NH) children and child CI users to recognize cartoon voices while listening to spectrally degraded speech. <br />Design: In Experiment 1, 5- to 6-year-old NH children were required to identify familiar cartoon characters in a three-alternative, forced-choice task without feedback. Children heard sentence-length utterances at six <br />levels of spectral degradation (noise-vocoded utterances with 4, 8, 12, 16, and 24 frequency bands and the original or unprocessed stimuli). In Experiment 2, child CI users 4 to 7 years of age and a control sample of <br />4- to 5-year-old NH children were required to identify the unprocessed stimuli from Experiment 1. <br />Results: NH children in Experiment 1 identified the voices significantly above chance levels, and they performed more accurately with increasing <br />spectral information. Practice with stimuli that had greater spectral information facilitated performance on subsequent stimuli with lesser spectral information. In Experiment 2, child CI users successfully recognized <br />the cartoon voices with slightly lower accuracy (0.90 proportion correct) than NH peers who listened to unprocessed utterances (0.97 proportion correct). <br />Conclusions: The findings indicate that both NH children and child CI users can identify cartoon voices under conditions of severe spectral degradation. In such circumstances, children may rely on talker-specific <br />phonetic detail to distinguish one talker from another.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="da996aae48a73eeede00bf6baa60b513" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":33177025,"asset_id":6353755,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/33177025/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="6353755"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="6353755"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 6353755; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=6353755]").text(description); $(".js-view-count[data-work-id=6353755]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 6353755; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='6353755']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "da996aae48a73eeede00bf6baa60b513" } } $('.js-work-strip[data-work-id=6353755]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":6353755,"title":"Children's recognition of spectrally degraded cartoon voices","translated_title":"","metadata":{"abstract":"Objectives: Although the spectrally degraded input provided by cochlear implants (CIs) is sufficient for speech perception in quiet, it poses problems for talker identification. The present study examined the ability of normally hearing (NH) children and child CI users to recognize cartoon voices while listening to spectrally degraded speech.\r\nDesign: In Experiment 1, 5- to 6-year-old NH children were required to identify familiar cartoon characters in a three-alternative, forced-choice task without feedback. Children heard sentence-length utterances at six\r\nlevels of spectral degradation (noise-vocoded utterances with 4, 8, 12, 16, and 24 frequency bands and the original or unprocessed stimuli). In Experiment 2, child CI users 4 to 7 years of age and a control sample of\r\n4- to 5-year-old NH children were required to identify the unprocessed stimuli from Experiment 1.\r\nResults: NH children in Experiment 1 identified the voices significantly above chance levels, and they performed more accurately with increasing\r\nspectral information. Practice with stimuli that had greater spectral information facilitated performance on subsequent stimuli with lesser spectral information. In Experiment 2, child CI users successfully recognized\r\nthe cartoon voices with slightly lower accuracy (0.90 proportion correct) than NH peers who listened to unprocessed utterances (0.97 proportion correct).\r\nConclusions: The findings indicate that both NH children and child CI users can identify cartoon voices under conditions of severe spectral degradation. In such circumstances, children may rely on talker-specific\r\nphonetic detail to distinguish one talker from another.","publication_date":{"day":null,"month":null,"year":2014,"errors":{}},"publication_name":"Ear \u0026 Hearing"},"translated_abstract":"Objectives: Although the spectrally degraded input provided by cochlear implants (CIs) is sufficient for speech perception in quiet, it poses problems for talker identification. The present study examined the ability of normally hearing (NH) children and child CI users to recognize cartoon voices while listening to spectrally degraded speech.\r\nDesign: In Experiment 1, 5- to 6-year-old NH children were required to identify familiar cartoon characters in a three-alternative, forced-choice task without feedback. Children heard sentence-length utterances at six\r\nlevels of spectral degradation (noise-vocoded utterances with 4, 8, 12, 16, and 24 frequency bands and the original or unprocessed stimuli). In Experiment 2, child CI users 4 to 7 years of age and a control sample of\r\n4- to 5-year-old NH children were required to identify the unprocessed stimuli from Experiment 1.\r\nResults: NH children in Experiment 1 identified the voices significantly above chance levels, and they performed more accurately with increasing\r\nspectral information. Practice with stimuli that had greater spectral information facilitated performance on subsequent stimuli with lesser spectral information. In Experiment 2, child CI users successfully recognized\r\nthe cartoon voices with slightly lower accuracy (0.90 proportion correct) than NH peers who listened to unprocessed utterances (0.97 proportion correct).\r\nConclusions: The findings indicate that both NH children and child CI users can identify cartoon voices under conditions of severe spectral degradation. In such circumstances, children may rely on talker-specific\r\nphonetic detail to distinguish one talker from another.","internal_url":"https://www.academia.edu/6353755/Childrens_recognition_of_spectrally_degraded_cartoon_voices","translated_internal_url":"","created_at":"2014-03-09T23:15:58.760-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":3873217,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":11948825,"work_id":6353755,"tagging_user_id":3873217,"tagged_user_id":null,"co_author_invite_id":2804958,"email":"m***n@utoronto.ca","display_order":0,"name":"Marieke van Heugten","title":"Children's recognition of spectrally degraded cartoon voices"},{"id":11948864,"work_id":6353755,"tagging_user_id":3873217,"tagged_user_id":29547711,"co_author_invite_id":null,"email":"g***g@utoronto.ca","affiliation":"University of Toronto","display_order":4194304,"name":"Glenn Schellenberg","title":"Children's recognition of spectrally degraded cartoon voices"}],"downloadable_attachments":[{"id":33177025,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/33177025/thumbnails/1.jpg","file_name":"vanHeugtenVolkovaEarHear2014.pdf","download_url":"https://www.academia.edu/attachments/33177025/download_file","bulk_download_file_name":"Childrens_recognition_of_spectrally_degr.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/33177025/vanHeugtenVolkovaEarHear2014-libre.pdf?1394432354=\u0026response-content-disposition=attachment%3B+filename%3DChildrens_recognition_of_spectrally_degr.pdf\u0026Expires=1738744592\u0026Signature=TuwBN8mXqW~BuL~7TPPKat19PLkaVTtBJsz4b3~Ab58EyTrbgIIhsIeu7kI8vC2CrBwaiU-Dfv2VO5Dw6gjoEY8gmuEuIYUZ-3pkn8LERl0ieDRTzRfids-9O7XMEXj80yCQx05Pp-8uBm8UEP5p~p3kHw4koR64y3~rLa58kTiFel7kNixCglUR1N-2atwXzJmD7Gy7lBMfBJ28fUM2La4rhFOL93GJJaKYbaMMFf7sqreqlNzs~aKw1tokLCxXZhmZhOD5tA9gCqIQvNvZ62M6e~OFKAX-h613yEShJrbBuDgKsnVWAknY3T5AdXbT6bhaCB9wAbcbtmOqSIxtvA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Childrens_recognition_of_spectrally_degraded_cartoon_voices","translated_slug":"","page_count":8,"language":"en","content_type":"Work","summary":"Objectives: Although the spectrally degraded input provided by cochlear implants (CIs) is sufficient for speech perception in quiet, it poses problems for talker identification. The present study examined the ability of normally hearing (NH) children and child CI users to recognize cartoon voices while listening to spectrally degraded speech.\r\nDesign: In Experiment 1, 5- to 6-year-old NH children were required to identify familiar cartoon characters in a three-alternative, forced-choice task without feedback. Children heard sentence-length utterances at six\r\nlevels of spectral degradation (noise-vocoded utterances with 4, 8, 12, 16, and 24 frequency bands and the original or unprocessed stimuli). In Experiment 2, child CI users 4 to 7 years of age and a control sample of\r\n4- to 5-year-old NH children were required to identify the unprocessed stimuli from Experiment 1.\r\nResults: NH children in Experiment 1 identified the voices significantly above chance levels, and they performed more accurately with increasing\r\nspectral information. Practice with stimuli that had greater spectral information facilitated performance on subsequent stimuli with lesser spectral information. In Experiment 2, child CI users successfully recognized\r\nthe cartoon voices with slightly lower accuracy (0.90 proportion correct) than NH peers who listened to unprocessed utterances (0.97 proportion correct).\r\nConclusions: The findings indicate that both NH children and child CI users can identify cartoon voices under conditions of severe spectral degradation. In such circumstances, children may rely on talker-specific\r\nphonetic detail to distinguish one talker from another.","owner":{"id":3873217,"first_name":"Sandra","middle_initials":null,"last_name":"Trehub","page_name":"SandraTrehub","domain_name":"utoronto","created_at":"2013-04-20T13:16:17.636-07:00","display_name":"Sandra Trehub","url":"https://utoronto.academia.edu/SandraTrehub"},"attachments":[{"id":33177025,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/33177025/thumbnails/1.jpg","file_name":"vanHeugtenVolkovaEarHear2014.pdf","download_url":"https://www.academia.edu/attachments/33177025/download_file","bulk_download_file_name":"Childrens_recognition_of_spectrally_degr.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/33177025/vanHeugtenVolkovaEarHear2014-libre.pdf?1394432354=\u0026response-content-disposition=attachment%3B+filename%3DChildrens_recognition_of_spectrally_degr.pdf\u0026Expires=1738744592\u0026Signature=TuwBN8mXqW~BuL~7TPPKat19PLkaVTtBJsz4b3~Ab58EyTrbgIIhsIeu7kI8vC2CrBwaiU-Dfv2VO5Dw6gjoEY8gmuEuIYUZ-3pkn8LERl0ieDRTzRfids-9O7XMEXj80yCQx05Pp-8uBm8UEP5p~p3kHw4koR64y3~rLa58kTiFel7kNixCglUR1N-2atwXzJmD7Gy7lBMfBJ28fUM2La4rhFOL93GJJaKYbaMMFf7sqreqlNzs~aKw1tokLCxXZhmZhOD5tA9gCqIQvNvZ62M6e~OFKAX-h613yEShJrbBuDgKsnVWAknY3T5AdXbT6bhaCB9wAbcbtmOqSIxtvA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":2077,"name":"Speech Prosody","url":"https://www.academia.edu/Documents/in/Speech_Prosody"},{"id":5391,"name":"Speech perception","url":"https://www.academia.edu/Documents/in/Speech_perception"},{"id":54533,"name":"Children","url":"https://www.academia.edu/Documents/in/Children"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="6427901"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/6427901/Infants_memory_for_musical_performances"><img alt="Research paper thumbnail of Infants' memory for musical performances" class="work-thumbnail" src="https://attachments.academia-assets.com/33229334/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/6427901/Infants_memory_for_musical_performances">Infants' memory for musical performances</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://utoronto.academia.edu/GlennSchellenberg">Glenn Schellenberg</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://utoronto.academia.edu/SandraTrehub">Sandra Trehub</a></span></div><div class="wp-workCard_item"><span>Developmental Science</span><span>, 2006</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">We evaluated 6-and 7-month-olds' preference and memory for expressive recordings of sung lullabie...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">We evaluated 6-and 7-month-olds' preference and memory for expressive recordings of sung lullabies. In Experiment 1, both age groups preferred lower-pitched to higher-pitched renditions of unfamiliar lullabies. In Experiment 2, infants were tested after 2 weeks of daily exposure to a lullaby at one pitch level. Seven-month-olds listened significantly longer to the lullaby at a novel pitch level than at the original pitch level. Six-month-olds showed no preference but their low-pitch preference was eliminated. We conclude that infants' memory for musical performances is enhanced by the ecological validity of the materials. Moreover, infants' pitch preferences are influenced by their previous exposure and by the nature of the music.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="26bae03a109cb0336e8d10bbdc3be3a0" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":33229334,"asset_id":6427901,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/33229334/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="6427901"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="6427901"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 6427901; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=6427901]").text(description); $(".js-view-count[data-work-id=6427901]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 6427901; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='6427901']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "26bae03a109cb0336e8d10bbdc3be3a0" } } $('.js-work-strip[data-work-id=6427901]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":6427901,"title":"Infants' memory for musical performances","translated_title":"","metadata":{"ai_title_tag":"Infants' Memory and Pitch Preference in Music","grobid_abstract":"We evaluated 6-and 7-month-olds' preference and memory for expressive recordings of sung lullabies. 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In Experiment 1, both age groups preferred lower-pitched to higher-pitched renditions of unfamiliar lullabies. In Experiment 2, infants were tested after 2 weeks of daily exposure to a lullaby at one pitch level. Seven-month-olds listened significantly longer to the lullaby at a novel pitch level than at the original pitch level. Six-month-olds showed no preference but their low-pitch preference was eliminated. We conclude that infants' memory for musical performances is enhanced by the ecological validity of the materials. 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Methods: Participants in Experiment 1 were 14 prelingually deaf children from 5-7 years of age who had bilateral implants and 18 normally hearing children from 4-6 years of age. They judged whether linguistically neutral utterances produced by a man and woman sounded happy or sad. Participants in Experiment 2 were 14 bilateral implant users from 4-6 years of age and the same normally hearing children as in Experiment 1. They judged whether synthesized piano excerpts sounded happy or sad. Results: Child implant users' accuracy of identifying happiness and sadness in speech was well above chance levels but significantly below the accuracy achieved by children with normal hearing. Similarly, their accuracy of identifying happiness and sadness in music was well above chance levels but significantly below that of children with normal hearing, who performed at ceiling. For the 12 implant users who participated in both experiments, performance on the speech task correlated significantly with performance on the music task and implant experience was correlated with performance on both tasks. Discussion: Child implant users' accurate identification of emotion in speech exceeded performance in previous studies, which may be attributable to fewer response alternatives and the use of child-directed speech. Moreover, child implant users' successful identification of emotion in music indicates that the relevant cues are accessible at a relatively young age.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="90a2869963d1d115925804cb9ece395f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":33229348,"asset_id":6427917,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/33229348/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="6427917"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="6427917"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 6427917; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=6427917]").text(description); $(".js-view-count[data-work-id=6427917]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 6427917; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='6427917']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "90a2869963d1d115925804cb9ece395f" } } $('.js-work-strip[data-work-id=6427917]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":6427917,"title":"Children with bilateral cochlear implants identify emotion in speech and music","translated_title":"","metadata":{"ai_title_tag":"Emotion Recognition in Children with Implants","grobid_abstract":"Objectives: This study examined the ability of prelingually deaf children with bilateral implants to identify emotion (i.e. happiness or sadness) in speech and music. Methods: Participants in Experiment 1 were 14 prelingually deaf children from 5-7 years of age who had bilateral implants and 18 normally hearing children from 4-6 years of age. They judged whether linguistically neutral utterances produced by a man and woman sounded happy or sad. Participants in Experiment 2 were 14 bilateral implant users from 4-6 years of age and the same normally hearing children as in Experiment 1. They judged whether synthesized piano excerpts sounded happy or sad. Results: Child implant users' accuracy of identifying happiness and sadness in speech was well above chance levels but significantly below the accuracy achieved by children with normal hearing. Similarly, their accuracy of identifying happiness and sadness in music was well above chance levels but significantly below that of children with normal hearing, who performed at ceiling. For the 12 implant users who participated in both experiments, performance on the speech task correlated significantly with performance on the music task and implant experience was correlated with performance on both tasks. Discussion: Child implant users' accurate identification of emotion in speech exceeded performance in previous studies, which may be attributable to fewer response alternatives and the use of child-directed speech. 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For the 12 implant users who participated in both experiments, performance on the speech task correlated significantly with performance on the music task and implant experience was correlated with performance on both tasks. Discussion: Child implant users' accurate identification of emotion in speech exceeded performance in previous studies, which may be attributable to fewer response alternatives and the use of child-directed speech. 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