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Psychology of Music MUSED 681 PERCEPTION & COGNITION Collect: Research Project Initial Prospectus Open Discussion of assigned article Cook, N. (1997). Music and psychology: A mutual regard? In J. Sloboda & R. Aiello (Eds.), Musical Perceptions (pp. 66-95). New York: Oxford University Press. Perception & Cognition The process of learning involves both perception and cognition. Perception: the “process of sensing the environment” Cognition: “the internal processes of assimilating, organizing, remembering, and recalling information” (Radocy & Boyle, 2003, pp. 4-5) Perception & Cognition Dimensions of Auditory Perception Describe basics of hearing process Bone/Air Conduction Critical Band Chroma Doppler Effect Perception & Cognition Dimensions of Auditory Perception Humans perceive all things relatively not absolutely How long is a quarter note? How loud is forte? What constitutes a bright tone? Sing a C Perception & Cognition Dimensions of Auditory Perception Dynamics: frequency and loudness do interact, but we hear relatively louder/softer sounds at any given pitch level. Perception & Cognition Perception & Cognition Hearing Impairment Presbycousis Noise-induced 28m Americans have hearing loss; 10m is noise-induced OSHA Standards < 5% of 6th graders have hearing loss; >60% of college frosh Ear buds significantly exacerbate the problem TTS (Temporary Threshold Shift) Perception & Cognition Melody Apraxia (Tune deafness) Ear (middle and/or inner) Brain processing Poor short-term memory for tones Vocal motor impairment Perception & Cognition Music Performance Applications (Parncutt & McPherson) No significant correlation between pitch discrimination skill, pitch matching (vocal or instr) skill, and performance intonation Trained string players: tend toward sharping tones of ascending tetrachord & flatting descending tones Opposite for inexperience Listeners and performers prefer a stretched octave Performance Intonation Improves with experience? Is there improvement in pitch matching and discrimination, or do those who are weak at this quit (thereby raising the mean scores)? Perception & Cognition Music Performance Applications (Parncutt & McPherson) Best model for young singers to match: unison (male falsetto), limited vibrato Best model for young instrumentalists to match: same instrument Provide in-tune examples (keep piano in tune!; use this to get budget for semi-annual tuning) No difference in performance intonation as a result of tuning to a target pitch ahead of time (individual wind player performing with recorded ensemble) Implications of Fletcher-Munson curves for performer The Physics of Music Room Acoustics Resonance: reinforcement or interference/dampening of vibrations Resonator: anything that can vibrate The Physics of Music Room Acoustics Reverberation Time = time for sound to decay to one millionth (.000001) of original intensity Labels Live = longer = wet Dead = short = dry Function of room volume and construction Larger = longer More absorbent = shorter Ideal varies depending on musical medium Generally between 1.0 and 1.7 sec The Physics of Music Room Acoustics Interference/cancellation (mentioned earlier) Reflection/Absorption Soft vs. Hard surfaces Refraction (bending): hearing a band from a long distance while others closer (but different location/direction) hear nothing Diffraction: passing through small openings or around corners Some waves will be changed, depending on size, etc. The Physics of Music Room Acoustics Sound distribution – even is preferable No live and dead spots Even is encouraged by rough, irregular surfaces; NON-symmetrical The Physics of Music Room Acoustics Precedence (Directional) Effect Perception & Cognition COGNITION The internal processes of assimilating, organizing, remembering, and recalling information. Perception & Cognition Learning Theory Behaviorism Founded in the empirically established processes of classical conditioning (Pavlov, 1927) and operant conditioning (Skinner, 1938). Association learning, a more general term, results as a person learns to associate a pleasing or displeasing result with a specific behavior: immediate and consistent reinforcement progressively shapes a desired response. Perception & Cognition Learning Theory Cognitivism A response to behaviorism: people are not “programmed animals” that merely respond to environmental stimuli; people are rational beings that require active participation in order to learn, and whose actions are a consequence of thinking. The mind is analogous to a computer Evolved out of the Gestalt psychology of the 1930s, which postulated that learners engage in proactive problem solving and do not simply react to new experiences. Perception & Cognition Learning Theory Cognitivism “Learners actively construct knowledge on the basis of their reactions to sensory stimuli” (Taetle & Cutietta, 2002, p. 282); this proactive processing of information is unique for each individual. Personal perception becomes profoundly significant, particularly in a content area such as music, due to the potential that individual learners will perceive the same musical input quite differently. Perception & Cognition Learning Theory Gagné’s integration of behaviorism and cognitivism Chaining (Gagné, 1985) results when very simple stimulus-response connections are linked together in sequence, thereby creating more complex and higher-order associations. Pivot point of Encoding The process of encoding, and the subsequent entry of the encoded information into long-term memory, may be considered the central and critical event in an act of learning…. This pivotal process of encoding may obviously be affected by events in the learner’s environment or events planned as part of instruction. A particular scheme for encoding may be directly communicated to the learner…. As a second possibility, learners may be encouraged to provide their own individual encoding schemes. (p. 82). Perception & Cognition Learning Theory Cognitive theory highlights the importance of considering all perceptual differences, including those related to maturation. Developmental Theory Piaget Sensorimotor, Pre-Operational, Concrete Operations, Formal Operations Bruner Enactive, Iconic, and Symbolic Next Week UPDATE No class next Thursday No eJournal due on Wednesday, Oct. ??? Revised eJournal dates: Sept. 19, 26 (full) October 3, 10, 17, 24, 31 (full) November 7 (full) Nov. 14 (response to Nov. 8 lecture only) Dec. 5 (summary of Nov. 29 presentations) Dec. 12 (summary of Dec. 6 presentations) • Project Draft #1 Next Week • Reading assignments Chs. 7 & 9 Sound Connections Chs. 2 & 3 (Course Packet) • eJournal due Wednesday 8 AM • Continue work on Research Project Draft #1 SAFE TRAVELS