DOCSLIB.ORG

Earworms from Three Angles

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Earworms from Three Angles EarwormsEarworms fromfrom threethree anglesangles Dr. Victoria Williamson & Dr Daniel Müllensiefen A British Academy funded project run by the Music, Mind and Brain Group at Goldsmiths in collaboration with BBC 6Music Points of contact for our studies Earwormery.com 6Music site (Short reports) WhatWhat isis leftleft unansweredunanswered …… 1. What triggers earworms? Do they have a purpose? 2. Are some people/personalities more vulnerable than others? 3. What is it that makes a tune sticky? ProjectProject 1:1: EverydayEveryday triggerstriggers What triggers earworms? Method: Qualitative analysis (grounded theory) of earworm episodes Tools: Surveys and interviews Result: Identification of high- risk situations Do they have a use? ResultsResults (Williamson(Williamson etet al.,al., 2012)2012) 6 Music corpus: 333 reports = 942 codes Survey (.com) corpus: 271 reports = 657 codes Two models created showing everyday earworm triggers and their relations Emphasise importance of musical exposure but also memory function, and cognitive and affective state. SomeSome examplesexamples ofof memorablememorable reports...reports... Stress - My ear worm is ‘Nathan Jones' by Bananarama. I first caught it in 1989 during my GCSE chemistry exam and have been plagued by it in moments of extreme stress since, e.g wedding, childbirth etc” (6Music Text). Person Association- My earworm today is ‘This Charming Man' by The Smiths because every time I see David Cameron, that song just appears in my head, for some particular reason” (6Music Emails) Word Association - “Michael Jackson PYT (Pretty Young Thing). On my journey, I read a number plate on a car that ended in the letters "EYC" which is NOTHING LIKE "PYT" but for some unknown reason, there it was - the song was in my head” (Survey data). Recent - “My bloody earworm is that bloody George Harrison song you played yesterday. Woke at 4.30 this morning with it going round me head. PLEASE DON'T EVER PLAY IT AGAIN!!” (6Music Emails) MusicalMusical mediamedia 1. Live Music (e.g. concerts or gigs) 1. Video Media (e.g. TV, film, internet site) 3. Radio 4. Private Music (e.g. in the home or the car) 5. Contagion (e.g. another individual singing or humming) 6. Learning (e.g. practising for performance or a lesson) 7. Public Music (e.g. restaurant, shop or gym) 8. Ringtones DiscussionDiscussion Musical exposure – ubiquity (Sacks, 2007; Beaman & Williams, 2010; Liikkanen, 2012) But, non musical triggers in memory Mental time travel (Tulving, 2002), that is involuntary (IAM; Bernsten, 2009) Heightened emotional states : Levels of encoding = ‘resurfacing’ potential? Congruence? States of Mind? ProjectProject 2:2: IndividualIndividual differencesdifferences Are some people more vulnerable than others? Method: Statistical analysis of personality inventory and musical behaviour questionnaire Tools: Questionnaire on thinking patterns (OCI-R), musical behaviours (MuBQ) and INMI (earwormery.com) Question: Link between personality types, musical behaviours and earworm (INMI) experiences MMüüllensiefenllensiefen etet al.al. (( inin reviewreview )) Why are we interested in OC trait? “people with obsessive compulsive disorder are more likely to report being troubled by earworms – in some cases mediations for OCD can minimise the effects ” (Levitin: p.151) Let’s find out … HypothesesHypotheses People who are more ‘musical’ will experience more frequent earworms (INMI) that is longer and more troubling (Beaman & Williams, 2011 Liikkanen, 2012) Individuals who measure highly on sub- clinical OC will experience more INMI that is more disturbing (Garcia-Soriano, Belloch, Morillo, & Clark, 2011) MethodMethod 1536 participants (58.1% women). M Age = 34.2, SD = 12.6, range: 12-75 Exploratory analysis (n=512): ◦ Factor analysis of musical behaviour and INMI questionnaire Confirmatory analysis (n=1024): ◦ Structural equation modelling to test hypotheses between OC, musical behaviour, and INMI. ModellingModelling 1)1) FactorFactor structuresstructures INMI: ◦ Factor INMI Disturbance ◦ Individual variables: INMI Frequency, INMI Length, INMI Unpleasantness Musical Behaviour Factors: ◦ Musical Practice ◦ Musical Professionalism ◦ Listening Engagement ◦ Singing ModellingModelling 2)2) TestingTesting HypothesesHypotheses Structural Equation Modelling: ◦ Factor structure confirmed ◦ Only some hypotheses confirmed ◦ Good fit of final model: χ2(85) = 397.79, p < .0001 adjusted goodness-of-fit = 0.929 RMSEA index = 0.06 ResultsResults Only Singing as musical behaviour is linked (positively) to INMI ◦ But: Singing makes INMI more pleasant OC traits are linked to INMI Frequency and INMI Disturbance Mediated evaluative response between OC and INMI Length: ◦ High OC trait => INMI more disturbing => longer INMIs ◦ paradoxical relationship found in clinical OCD: high efforts to suppress intrusive thoughts make these thoughts longer (‘rebound effect’) and more frequent (‘immediate enhancement effect’) (Wegner et al., 1987) Should we be medicating earworms with OCD drugs?... Should we prescribe Singing to OCD patients? … Posters on individual differences G. A. Floridou, V. J. Williamson, D. Müllensiefen: Contracting Earworms: The Roles of Personality and Musicality (Friday 3.30pm) M. Wammes, D. Müllensiefen, V.J Williamson: Schizotypal Influences on Musical Imagery Experience ProjectProject 3:3: StickinessStickiness ofof tunestunes What is it that makes a tune sticky? Method: Computational analysis of tunes from frequently reported earworms Tools: FANTASTIC software 2 package ∑ (∆pi − ∆p) i.abs .std = i = 2.83 N −1 Result: Formula predicting 1 stickiness p (chart_entry =1) = 1+ e−(772.4 + 141.2 ⋅ pitch_range - 4731.3 ⋅pitch_entropy) Masters Project: Sebastian Finkel (Friday 3.30pm poster session) StepStep 1:1: GatheringGathering earwormsearworms • ~2000 participants (.com survey) • Recent earworm and a Frequent earworm – Artist, song title, exact part • 1960 different earworm tunes • Top earworm list: 107 songs (5.5%) – identifiable and named at least 3 times MethodMethod 1. Control for popularity and recency and find ‘sticky tunes’: => 29 tunes with a positive residual after poisson regression (using popularity data as predictors) 2. Find 29 tunes most similar to 29 INMI tunes (match by genre, artist and chart success etc.) 3. Use melodic features (Müllensiefen, 2009) of tunes to predict INMI vs non-INMI tunes (logistic regression) DataData Most frequent earworm tunes : Similarly successful but never mentioned as earworms : EarwormEarworm classificationclassification modelmodel 1 p (earworm =1) = 1+ e−(1.079+ 0.064 ⋅ d.median -0.723 ⋅i.leaps) = Longer durations and smaller intervals make tunes sticky (maybe because they are easier to sing?) BUT results only preliminary, because: • Melody only one aspect of INMI • Small sample • No combinations / interactions of features • Different types of earworms => different structural models? FINALFINAL conclusionsconclusions Musical exposure important (Sacks, 2007) that is recent and repeated (Beaman and Williams, 2010); but so is the activity of non-musical, involuntary memories State of mental arousal (wakefulness, excitement and stress) and ‘mind wandering’ – a possible function? (Leverhulme Grant) Individual differences in singing only predicts some features of INMI plus ease of singing may predict stickiness: activity of brain areas? Earworms may have structural melodic triggers – why do our minds react to patterns in this way? Wider implications for other spontaneous cognitions (including creativity and rumination), memory processes, music perception and encoding, personality research... icmpc12earworms.comicmpc12earworms.com THANKTHANK YOUYOU IF INTERESTED: MUSICPSYCHOLOGY.CO.UK QUESTIONS??QUESTIONS?? This project was supported by: WhyWhy dodo wewe care?care? Spontaneous Involuntary Cognition – ‘mind popping’ (Christoff et al. 2004; Klinger & Cox, 1987) Up to 40% of thoughts (McVay et al. 2009) One of many; but accessible, classifiable & regular Window into our unconscious, memory processes, mental control abilities... Ok we are interested! So what do we know? MuBQMuBQ scalescale (Now(Now ‘‘GoldGold MSIMSI ’’)) The MuBQ comprises 16 items relating to musical behaviour and experience Amount of attentive and background listening, the number of conc erts attended, self-assessed singing ability, frequency of sing-along behaviour, importance of music in the participant’s life, self-defined levels of musical competence, the type and extent of musical tra ining, other skilled musical activities, and the possession of absolute pitch. Maximum-likelihood principal factor analyses Final four-factor solution = 52.6%: Musical Practice , Music Professionalism, Listening Engagement and Singing. INMIINMI scalescale The INMI-Q comprises 7 items The length and frequency of INMI episodes, their subjective unpleasantness, and the frequency with which an individual tries to get actively rid of his/her INMI, the effort necessary for controlling them, their interference with other tasks, and the degree to which an individual feels their INMI experiences are worrisome Maximum-likelihood principal factor analyses Final four-factor solution = 48%: INMI Frequency , Length , Unpleasantness, Disturbance (intrusion and concern).
Load more

Recommended publications
  • Absolute and Relative Pitch Processing in the Human Brain: Neural and Behavioral Evidence
    bioRxiv preprint doi: https://doi.org/10.1101/526541; this version posted March 18, 2019. The copyright holder for this preprint (which was not certified by peer review) is the author/funder, who has granted bioRxiv a license to display the preprint in perpetuity. It is made available under aCC-BY 4.0 International license. Absolute and relative pitch processing in the human brain: Neural and behavioral evidence Simon Leipold a, Christian Brauchli a, Marielle Greber a, Lutz Jäncke a, b, c Author Affiliations a Division Neuropsychology, Department of Psychology, University of Zurich, 8050 Zurich, Switzerland b University Research Priority Program (URPP), Dynamics of Healthy Aging, University of Zurich, 8050 Zurich, Switzerland c Department of Special Education, King Abdulaziz University, 21589 Jeddah, Kingdom of Saudi Arabia Corresponding Authors Simon Leipold Binzmühlestrasse 14, Box 25 CH-8050 Zürich Switzerland [email protected] Lutz Jäncke Binzmühlestrasse 14, Box 25 CH-8050 Zürich Switzerland [email protected] Keywords Absolute Pitch, Multivariate Pattern Analysis, Neural Efficiency, Pitch Processing, fMRI Acknowledgements This work was supported by the Swiss National Science Foundation (SNSF), grant no. 320030_163149 to LJ. We thank our research interns Anna Speckert, Chantal Oderbolz, Désirée Yamada, Fabian Demuth, Florence Bernays, Joëlle Albrecht, Kathrin Baur, Laura Keller, Marilena Wilding, Melek Haçan, Nicole Hedinger, Pascal Misala, Petra Meier, Sarah Appenzeller, Tenzin Dotschung, Valerie Hungerbühler, Vanessa Vallesi,
    [Show full text]
  • Absolute Pitch (AP)
    Absolute Pitch (AP) • A.k.a. ‘perfect pitch’ • The ability to name or produce a tone without a reference tone • Very rare: 1 in 10,000 Vs. Relative pitch (RP) • Most people use relative pitch: • Recognizing tones relative to other tones • Remember and produce intervals abstracted from specific pitch, or given a reference pitch AP: how it works • Thought to be a labeling process: – AP possessors associate names/ meaning with pitches or pitch classes – Retain this association over time • AP is not ‘perfect’; i.e., auditory perception/ pitch discrimination not more accurate than RP Imaging evidence • When making judgments using AP: • possessors compared to non- possessors show more activation in frontal naming/labeling areas • Anatomically, AP possessors show greater planum temporale asymmetry – Apparently due to reduced RH PT size AP ‘flavors’ • AP not purely ‘have’ or ‘have-not; ability level varies along continuum • Some possessors make more accurate judgments with certain instruments – e.g. piano vs. pure sine wave tones – Sometimes called ‘absolute piano’ AP ‘flavors’ cont’d • Other possessors may perform more accurately with white-key notes than black-key notes – E.g. C,D,E vs. C#, D# • May be due to early learning influence – Early musical training on keyboard usually starts with white-key notes only • So, is AP learned? Learnable? Nature vs. Nurture, of course • The debate continues: – Some researchers ascribe genetic origins to AP, suspecting that early musical training is neither sufficient nor necessary – Others find most possessors
    [Show full text]
  • Frequency Ratios and the Perception of Tone Patterns
    Psychonomic Bulletin & Review 1994, 1 (2), 191-201 Frequency ratios and the perception of tone patterns E. GLENN SCHELLENBERG University of Windsor, Windsor, Ontario, Canada and SANDRA E. TREHUB University of Toronto, Mississauga, Ontario, Canada We quantified the relative simplicity of frequency ratios and reanalyzed data from several studies on the perception of simultaneous and sequential tones. Simplicity offrequency ratios accounted for judgments of consonance and dissonance and for judgments of similarity across a wide range of tasks and listeners. It also accounted for the relative ease of discriminating tone patterns by musically experienced and inexperienced listeners. These findings confirm the generality ofpre­ vious suggestions of perceptual processing advantages for pairs of tones related by simple fre­ quency ratios. Since the time of Pythagoras, the relative simplicity of monics of a single complex tone. Currently, the degree the frequency relations between tones has been consid­ of perceived consonance is believed to result from both ered fundamental to consonance (pleasantness) and dis­ sensory and experiential factors. Whereas sensory con­ sonance (unpleasantness) in music. Most naturally OCCUf­ sonance is constant across musical styles and cultures, mu­ ring tones (e.g., the sounds of speech or music) are sical consonance presumably results from learning what complex, consisting of multiple pure-tone (sine wave) sounds pleasant in a particular musical style. components. Terhardt (1974, 1978, 1984) has suggested Helmholtz (1885/1954) proposed that the consonance that relations between different tones may be influenced of two simultaneous complex tones is a function of the by relations between components of a single complex tone. ratio between their fundamental frequencies-the simpler For single complex tones, ineluding those of speech and the ratio, the more harmonics the tones have in common.
    [Show full text]
  • Perception of Relative Pitch with Different References: Some Absolute
    Perception & Psychophysics 1995. 57 (7). 962-970 Perception ofrelative pitch with different references: Some absolute-pitch listeners can't tell musical interval names KEN'ICHI MIYAZAKI Niigata University, Niigata, Japan 1\\'0 experiments were conducted to examine the effect of absolute-pitch possession on relative­ pitch processing. Listeners attempted to identify melodic intervals ranging from a semitone to an oc­ tave with different reference tones. Listeners with absolute pitch showed declined performance when the reference was out-of-tune C,out-of-tune E, or F#, relative to when the reference was C.In contrast, listeners who had no absolute pitch maintained relatively high performance in all reference conditions. These results suggest that absolute-pitch listeners are weak in relative-pitch processing and show a ten­ dency to rely on absolute pitch in relative-pitch tasks. One ofthe most important areas in our auditory experi­ erty and could be regarded as a medium in which tonal ence where pitch is used in a highly elaborated manner is patterns occur. music. In music ofthe tonal harmonic idiom, pitch, in as­ People who have good absolute pitch have been admired sociation with time, provides a tonal space in which as highly talented musicians. Indeed, absolute pitch may melodic and harmonic events occur in a hierarchical man­ be quite useful in musical practice, particularly when tran­ ner. Musical tones have different degrees of stability de­ scribing a heard musical passage into a musical notation or pending on the established tonal context (Lerdahl, 1988; singing a complicated melody at first sight. However, it Piston, 1987).
    [Show full text]
  • Absolute Pitch
    EXPLORING THE SELF-CONCEPT AND IDENTITY OF SYDNEY CONSERVATORIUM STUDENTS WITH AND WITHOUT ABSOLUTE PITCH. Julie O’Connor A thesis submitted in partial fulfilment of the requirements for the degree of Bachelor of Music (Music Education) (Honours), Sydney Conservatorium of Music, University of Sydney. 2006 ii Abstract Absolute Pitch (AP) is the ability to identify pitches without external references (Parncutt & Levitin, 2001). It is a rare ability that is more prevalent among musicians. This qualitative study explored the perceptions of Sydney Conservatorium of Music students through interviews, focusing on the value of AP possession, and implications for music self-concept. The study involved 12 Conservatorium University and High School students; six participants were self- nominated absolute pitch possessors, and the remaining six were categorised as relative pitch (RP) users. Through discussions of the value, prevalence and practicality of AP, the data suggested that AP is a highly desirable ability among Conservatorium students, and particularly valued by those who possess it. The results also suggested that RP students tend to have less positive self-concepts in aural perception and music theory, while having more positive self-concepts in other musical arenas. The majority of the AP participants had a desire to become a solo performer, and the RP participants’ tended to plan broader musical goals such as combining teaching and ensemble performance. These results suggested that the possession of AP has had a significant effect on the identity of these individuals. iii Acknowledgements First and foremost, I would like to thank my supervisor, James Renwick, whose insightful advice (and subtle pushing) inspired and motivated me throughout the study.
    [Show full text]
  • Fall 2011 Sabbatical Report: Music and Cognition Margaret Tennant
    Fall 2011 Sabbatical Report M. Tennant 1 Fall 2011 Sabbatical Report: Music and Cognition Margaret Tennant, Ph. D. May 26, 2012 Fall 2011 Sabbatical Report M. Tennant 2 Table of Contents Prologue 3 Sabbatical Report 4 Interactive Lecture, Multicultural Day April 10, 2012 18 Suggested Activities for Applying to Introductory Psychology 24 Conference Schedule SMPC 27 Bibliography 33 Fall 2011 Sabbatical Report M. Tennant 3 Prologue I would like to thank the Board of Trustees of the Ventura Community College District; Dr. James Meznek, Chancellor; Dr. Pam Eddinger, Moorpark College President; and the Moorpark College Academic Senate; for this opportunity for scholarly study during the Fall 2011 semester. The contents of this report include the following: 1) The Sabbatical Report: A brief overview of content researched during the sabbatical 2) Applications: Ideas for incorporating music into an introductory psychology course and the outline of the interactive lecture presented to students on Multicultural Day April 10, 2012. 3) Conference Schedule: The schedule of the Society of Perception and Music Cognition, held August 11-14, 2011. 4) Bibliography: A complete list of readings referenced or read during my Fall 2011 sabbatical. Fall 2011 Sabbatical Report M. Tennant 4 Music and Cognition: Fall 2011 Sabbatical Report Music is an integral part of the human experience, yet it largely omitted from introductory psychology texts (Sloboda & Juslin, 2010). It is not, however, omitted from students' lives. Music accompanies them as they socialize, shop, work, exercise, and worship. Music directs their thoughts and emotions in the films they see and the songs that they hear. How does this occur and what gives music such power? This sabbatical project was designed to better understand the underlying mechanisms of experiencing music and thus apply psychology to one of the passions of students’ lives.
    [Show full text]
  • Frequency-Range Discriminations and Absolute Pitch in Black
    Journal of Comparative Psychology Copyright 2006 by the American Psychological Association 2006, Vol. 120, No. 3, 217–228 0735-7036/06/$12.00 DOI: 10.1037/0735-7036.120.3.217 Frequency-Range Discriminations and Absolute Pitch in Black-Capped Chickadees (Poecile atricapillus), Mountain Chickadees (Poecile gambeli), and Zebra Finches (Taeniopygia guttata) Tiffany T. Y. Lee, Isabelle Charrier, and Ronald G. Weisman Laurie L. Bloomfield Queen’s University University of Alberta Christopher B. Sturdy University of Alberta The acoustic frequency ranges in birdsongs provide important absolute pitch cues for the recognition of conspecifics. Black-capped chickadees (Poecile atricapillus), mountain chickadees (Poecile gambeli), and zebra finches (Taeniopygia guttata) were trained to sort tones contiguous in frequency into 8 ranges on the basis of associations between response to the tones in each range and reward. All 3 species acquired accurate frequency-range discriminations, but zebra finches acquired the discrimination in fewer trials and to a higher standard than black-capped or mountain chickadees, which did not differ appreciably in the discrimination. Chickadees’ relatively poorer accuracy was traced to poorer discrim- ination of tones in the higher frequency ranges. During transfer tests, the discrimination generalized to novel tones when the training tones were included, but not when they were omitted. Keywords: absolute pitch perception, songbirds Oscines, the true songbirds, use song as a social signal to defend notes) to identify conspecifics (Nelson, 1988). However, one territory, and male oscines use song to attract females for court- acoustic feature, the frequency range of song notes, is cited re- ship. How oscines recognize their own species’ (conspecifics) peatedly in the literature as important to species recognition.
    [Show full text]
  • Absolute Pitch Diana Deutsch
    5 Absolute Pitch Diana Deutsch Department of Psychology, University of California, San Diego, La Jolla, California I. Introduction In the summer of 1763, the Mozart family embarked on the famous tour of Europe that established 7-year-old Wolfgang’s reputation as a musical prodigy. Just before they left, an anonymous letter appeared in the Augsburgischer Intelligenz-Zettel describing the young composer’s remarkable abilities. The letter included the following passage: Furthermore, I saw and heard how, when he was made to listen in another room, they would give him notes, now high, now low, not only on the pianoforte but on every other imaginable instrument as well, and he came out with the letter of the name of the note in an instant. Indeed, on hearing a bell toll, or a clock or even a pocket watch strike, he was able at the same moment to name the note of the bell or timepiece. This passage furnishes a good characterization of absolute pitch (AP)—otherwise known as perfect pitch—the ability to name or produce a note of a given pitch in the absence of a reference note. AP possessors name musical notes as effortlessly and rapidly as most people name colors, and they generally do so without specific train- ing. The ability is very rare in North America and Europe, with its prevalence in the general population estimated as less than one in 10,000 (Bachem, 1955; Profita & Bidder, 1988; Takeuchi & Hulse, 1993). Because of its rarity, and because a substan- tial number of world-class composers and performers are known to possess it, AP is often regarded as a perplexing ability that occurs only in exceptionally gifted indivi- duals.
    [Show full text]
  • Absolute Pitch
    Psychological Bulletin Copyright 1993 by the American Psychological Association, Inc. 1993. Vol. 113. No. 2. 345-361 0033-2909/93/53.00 Absolute Pitch Annie H. Takeuchi and Stewart H. Hulse Absolute pitch (AP) is the ability to identify a tone's pitch or to produce a tone at a particular pitch without the use of an external reference pitch. AP exists in varying degrees among people generally described as AP possessors. AP possessors vary not only in the accuracy with which they can identify pitches but also in their ability to produce pitches absolutely and in their ability to identify tones of various timbres and in various pitch registers. AP possessors' memory for pitches is mediated by verbal pitch names; they do not have superior memory for pitches per se. Although the etiology of AP is not yet completely understood, evidence points toward the early-learning theory. This theory states that AP can be learned by anyone during a limited period early in development, up to about age 6, after which a general developmental shift from perceiving individual features to perceiving relations among features makes AP difficult or impossible to acquire. Absolute pitch (AP) is the ability to identify the pitch of a work with units of a single tone, whereas composers without AP musical tone or to produce a musical tone at a given pitch must work with pitch relations that require a minimum unit of without the use of an external reference pitch. Most humans two tones. process musical pitch relatively rather than absolutely. They Psychologists have puzzled over several questions about AP process the melodic and harmonic relations among pitches in- for over 100 years.
    [Show full text]
  • Absolute Pitch and Its Frequency Range
    ARCHIVES OF ACOUSTICS DOI: 10.2478/v10168-011-0020-1 36, 2, 251–266 (2011) Absolute Pitch and Its Frequency Range Andrzej RAKOWSKI, Piotr ROGOWSKI The Fryderyk Chopin University of Music Okólnik 2, 00-368 Warszawa, Poland e-mail: [email protected] (received March 24, 2011; accepted May 4, 2011 ) This paper has two distinct parts. Section 1 includes general discussion of the phenomenon of “absolute pitch” (AP), and presentation of various concepts concern- ing definitions of “full”, “partial” and “pseudo” AP. Sections 2–4 include presentation of the experiment concerning frequency range in which absolute pitch appears, and discussion of the experimental results. The experiment was performed with partici- pation of 9 AP experts selected from the population of 250 music students as best scoring in the pitch-naming piano-tone screening tests. Each subject had to recog- nize chromas of 108 pure tones representing the chromatic musical scale of nine octaves from E0 to D#9. The series of 108 tones was presented to each subject 60 times in random order, diotically, with loudness level about 65 phon. Percentage of correct recognitions (PC) for each tone was computed. The frequency range for the existence of absolute pitch in pure tones, perceived by sensitive AP possessors stretches usually over 5 octaves from about 130.6 Hz (C3) to about 3.951 Hz (B7). However, it was noted that in a single case, the upper boundary of AP was 9.397 Hz (D9). The split-halves method was applied to estimate the reliability of the obtained results. Keywords: auditory memory, pitch, absolute pitch.
    [Show full text]
  • The First International Conference Psychology and Music
    1 The First International Conference Psychology and Music – Interdisciplinary Encounters Pre-conference Program October 21–23, 2019 Conference Program October 24–26, 2019 Main Organizer Faculty of Music, University of Arts in Belgrade Co-organizers Institute of Psychology, Faculty of Philosophy, University of Belgrade Psychology of Music Section, Serbian Psychological Society How to cite this volume Bogunović, B. & Nikolić, S. (Eds.) (2020). Proceedings of PAM-IE Belgrade 2019. Belgrade: Faculty of Music, University of Arts in Belgrade. PAM-IE Belgrade 2019 Conference Proceedings 2 Psychology and Music – Interdisciplinary Encounters Proceedings of the First International Conference Psychology and Music – Interdisciplinary Encounters Editors Blanka Bogunović and Sanela Nikolić Publisher Faculty of Music, University of Arts in Belgrade, Kralja Milana 50, Belgrade For Publisher Dean of the Faculty of Music Ljiljana Nestorovska Editor-in-Chief of the Faculty of Music Publications Gordana Karan Executive Editor Marija Tomić Cover Design Stefan Ignjatović Technical Editor and Pre-press Dušan Ćasić ISBN 978-86-81340-20-2 PAM-IE Belgrade 2019 Conference and this publication were supported by the Ministry of Education, Science and Technological Development of the Republic of Serbia. PAM-IE Belgrade 2019 Conference Proceedings 3 THE FIRST INTERNATIONAL CONFERENCE Psychology and Music – Interdisciplinary Encounters PROCEEDINGS Editors Blanka Bogunović and Sanela Nikolić Faculty of Music, University of Arts in Belgrade UNIVERSITY OF ARTS IN BELGRADE FACULTY OF MUSIC Belgrade, 2020 PAM-IE Belgrade 2019 Conference Proceedings УНИВЕРЗИТЕТ УМЕТНОСТИ У БЕОГРАДУ ФАКУЛТЕТ МУЗИЧКЕ УМЕТНОСТИ UNIVERSITY OF ARTS IN BELGRADE FACULTY OF MUSIC 4 Psychology and Music – Interdisciplinary Encounters PAM-IE Belgrade 2019 Conference Proceedings Music and Meaning 205 Zoomusicology Research in Serbia Milena Petrović Department for Solfeggio and Music Education, University of Arts Belgrade, Serbia [email protected] Abstract education (Petrović, 2009a, 2009b).
    [Show full text]
  • TRANS - Revista Transcultural De Música - Transcultural Music Review
    TRANS - Revista Transcultural de Música - Transcultural Music Review http://www.sibetrans.com/trans/articulo/98/decoding-the-song-of-the-pie... Sibetrans Trans Grupos de trabajo Etno Instrumentos para la investigación musical Intranet Home PRESENTACIÓN EQUIPO EDITORIAL INFORMACIÓN PARA LOS AUTORES CÓMO CITAR TRANS INDEXACIÓN CONTACTO Última publicación Números publicados < Volver TRANS 12 (2008) Explorar TRANS: Por Número > Decoding the song of the pied butcherbird: an initial survey Por Artículo > Por Autor > Hollis Taylor Buscar “Of course viewing culture as something which originates in a natural function, and imagining that it turned out to bring a new end beyond pure survival, may look heretical both to a large majority of biologists and to many musicians as well… I can only say, as a composer, that Cracticus nigrogularis, the pied butcherbird, is a kind of colleague.” François-Bernard Mâche (2000: 479) Share | Suscribir RSS Feed Abstract Definitions of music invoking the human cutoff point are reviewed. The pied butcherbird Cracticus nigrogularis is suggested for a zoömusicological case study on how birdsong might be like the human animal’s music (whether homologous or analogous). Portamento as an impediment to “off-the-shelf” musicology in the case of birdsong analysis is discussed. It is proposed that the employment of different types and levels of description could facilitate the most fecund survey and analysis. An initial survey on how pied butcherbirds use notes, calls, and song is presented, including sonograms and standard music notation, followed by an elucidation of a repertoire of procedures found in both “music” and pied butcherbird song. It is concluded that their elaborate song culture seems to overreach biological necessity, indicating an aesthetic appreciation of sound is present in the pied butcherbird.
    [Show full text]