Familiarity and Preference for Pitch Probability Profiles

We investigated familiarity and preference judgments of participants toward a novel musical system. We exposed participants to tone sequences generated from a novel pitch probability profile. Afterward, we either asked participants to identify more familiar or we asked participants to identify preferred tone sequences in a two-alternative forced-choice task. The task paired a tone sequence generated from the pitch probability profile they had been exposed to and a tone sequence generated from another pitch probability profile at three levels of distinctiveness. We found that participants identified tone sequences as more familiar if they were generated from the same pitch probability profile which they had been exposed to. However, participants did not prefer these tone sequences. We interpret this relationship between familiarity and preference to be consistent with an inverted U-shaped relationship between knowledge and affect. The fact that participants identified tone sequences as even more familiar if they were generated from the more distinctive (caricatured) version of the pitch probability profile which they had been exposed to suggests that the statistical learning of the pitch probability profile is involved in gaining of musical knowledge.

An Interactive Model to Teach Motor Skills

There has been a tremendous increase in our knowledge of hum motor performance over the last few decades. Our theoretical understanding of how an individual learns to move is sophisticated and complex. It is difficult however to relate much of this information in practical terms to physical educators, coaches, and therapists concerned with the learning of motor skills (Shumway-Cook & Woolcott, 1995). Much of our knowledge stems from lab testing which often appears to bear little relation to real-life situations. This lack of ecological validity has slowed the flow of information from the theorists and researchers to the practitioners. This paper is concerned with taking some small aspects of motor learning theory, unifying them, and presenting them in a usable fashion. The intention is not to present a recipe for teaching motor skills, but to present a framework from which solutions can be found. If motor performance research has taught us anything, it is that every individual and situation presents unique challenges. By increasing our ability to conceptualize the learning situation we should be able to develop more flexible and adaptive responses to the challege of teaching motor skills. The model presented here allows a teacher, coach, or therapist to use readily available observations and known characteristics about a motor task and to conceptualize them in a manner which allows them to make appropriate teaching/learning decisions.

Short and Long Term Representation of an Unfamiliar Tone Distribution

We report on a study conducted to extend our knowledge about the process of gaining a mental representation of music. Several studies, inspired by research on the statistical learning of language, have investigated statistical learning of sequential rules underlying tone sequences. Given that the mental representation of music correlates with distributional properties of music, we tested whether participants are able to abstract distributional information contained in tone sequences to form a mental representation. For this purpose, we created an unfamiliar music genre defined by an underlying tone distribution, to which 40 participants were exposed. Our stimuli allowed us to differentiate between sensitivity to the distributional properties contained in test stimuli and long term representation of the distributional properties of the music genre overall. Using a probe tone paradigm and a two-alternative forced choice discrimination task, we show that listeners are able to abstract distributional properties of music through mere exposure into a long term representation of music. This lends support to the idea that statistical learning is involved in the process of gaining musical knowledge.