Document Detail


Infants use meter to categorize rhythms and melodies: implications for musical structure learning.
MedLine Citation:
PMID:  15893524     Owner:  NLM     Status:  MEDLINE    
Abstract/OtherAbstract:
Little is known about whether infants perceive meter, the underlying temporal structure of music. We employed a habituation paradigm to examine whether 7-month-old infants could categorize rhythmic and melodic patterns on the basis of the underlying meter, which was implied from event and accent frequency of occurrence. In Experiment 1, infants discriminated duple and triple classes of rhythm on the basis of implied meter. Experiment 2 replicated this result while controlling for rhythmic grouping structure, confirming that infants perceived metrical structure despite occasional ambiguities and conflicting group structure. In Experiment 3, infants categorized melodies on the basis of contingencies between metrical position and pitch. Infants presented with metrical melodies detected reversals of pitch/meter contingencies, while infants presented with non-metrical melodies showed no preference. Results indicate that infants can infer meter from rhythmic patterns, and that they may use this metrical structure to bootstrap their knowledge acquisition in music learning.
Authors:
Erin E Hannon; Scott P Johnson
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Publication Detail:
Type:  Clinical Trial; Controlled Clinical Trial; Journal Article; Research Support, N.I.H., Extramural; Research Support, Non-U.S. Gov't; Research Support, U.S. Gov't, Non-P.H.S.; Research Support, U.S. Gov't, P.H.S.     Date:  2004-11-25
Journal Detail:
Title:  Cognitive psychology     Volume:  50     ISSN:  0010-0285     ISO Abbreviation:  Cogn Psychol     Publication Date:  2005 Jun 
Date Detail:
Created Date:  2005-05-16     Completed Date:  2005-07-21     Revised Date:  2009-01-16    
Medline Journal Info:
Nlm Unique ID:  0241111     Medline TA:  Cogn Psychol     Country:  United States    
Other Details:
Languages:  eng     Pagination:  354-77     Citation Subset:  IM    
Affiliation:
Department of Psychology, Cornell University, Ithaca, NY, USA. eeh5@cornell.edu
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MeSH Terms
Descriptor/Qualifier:
Analysis of Variance
Association Learning
Child Development*
Cues
Discrimination (Psychology)
Female
Humans
Infant
Learning*
Male
Music*
Pattern Recognition, Physiological*
Pitch Discrimination
Grant Support
ID/Acronym/Agency:
R01-HD40432/HD/NICHD NIH HHS

From MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine


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