Learning of pitch and time structures in an artificial grammar setting
| Autor: | Catherine J. Stevens, Barbara Tillmann, Mari Riess Jones, Jon B. Prince |
|---|---|
| Přispěvatelé: | Laboratoire d'Etude de l'Apprentissage et du Développement [Dijon] (LEAD), Université de Bourgogne (UB)-Centre National de la Recherche Scientifique (CNRS) |
| Jazyk: | angličtina |
| Rok vydání: | 2018 |
| Předmět: |
Adult
Linguistics and Language Speech recognition media_common.quotation_subject Experimental and Cognitive Psychology 050105 experimental psychology Language and Linguistics Judgment Random Allocation Young Adult 03 medical and health sciences [SCCO]Cognitive science 0302 clinical medicine Humans Learning 0501 psychology and cognitive sciences Pitch Perception ComputingMilieux_MISCELLANEOUS media_common Grammar Music psychology 05 social sciences Linguistics Cognition Implicit learning Constructed language Time Perception [SCCO.PSYC]Cognitive science/Psychology Task analysis Grammaticality Psychology Music 030217 neurology & neurosurgery Cognitive load |
| Zdroj: | Journal of Experimental Psychology: Learning, Memory, and Cognition Journal of Experimental Psychology: Learning, Memory, and Cognition, American Psychological Association, 2018, 44 (8), pp.1201-1214. ⟨10.1037/xlm0000502⟩ |
| ISSN: | 0278-7393 1939-1285 |
| DOI: | 10.1037/xlm0000502⟩ |
| Popis: | Despite the empirical evidence for the power of the cognitive capacity of implicit learning of structures and regularities in several modalities and materials, it remains controversial whether implicit learning extends to the learning of temporal structures and regularities. We investigated whether (a) an artificial grammar can be learned equally well when expressed in duration sequences as when expressed in pitch sequences, (b) learning of the artificial grammar in either duration or pitch (as the primary dimension) sequences can be influenced by the properties of the secondary dimension (invariant vs. randomized), and (c) learning can be boosted when the artificial grammar is expressed in both pitch and duration. After an exposure phase with grammatical sequences, learning in a subsequent test phase was assessed in a grammaticality judgment task. Participants in both the pitch and duration conditions showed incidental (not fully implicit) learning of the artificial grammar when the secondary dimension was invariant, but randomizing the pitch sequence prevented learning of the artificial grammar in duration sequences. Expressing the artificial grammar in both pitch and duration resulted in disproportionately better performance, suggesting an interaction between the learning of pitch and temporal structure. The findings are relevant to research investigating the learning of temporal structures and the learning of structures presented simultaneously in 2 dimensions (e.g., space and time, space and objects). By investigating learning, the findings provide further insight into the potential specificity of pitch and time processing, and their integrated versus independent processing, as previously debated in music cognition research. (PsycINFO Database Record |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|