DOCSLIB.ORG

The Integration of Stimulus Dimensions in the Perception of Music

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Integration of Stimulus Dimensions in the Perception of Music THE QUARTERLY JOURNAL OF EXPERIMENTAL PSYCHOLOGY iFirst,1–28 The integration of stimulus dimensions in the perception of music Jon B. Prince School of Psychology, Murdoch University, Murdoch, WA, Australia A central aim of cognitive psychology is to explain how we integrate stimulus dimensions into a unified percept, but how the dimensions of pitch and time combine in the perception of music remains a largely unresolved issue. The goal of this study was to test the effect of varying the degree of conformity to dimensional structure in pitch and time (specifically, tonality and metre) on goodness ratings and classifications of melodies. The pitches and durations of melodies were either presented in their original order, as a reordered sequence, or replaced with random elements. Musically trained and untrained participants (24 each) rated melodic goodness, attending selectively to the dimensions of pitch, time, or both. Also, 24 trained participants classified whether or not the melodies were tonal, metric, or both. Pitch and temporal manipulations always influenced responses, but participants successfully emphasized either dimension in accordance with instructions. Effects of pitch and time were mostly independent for selective attention conditions, but more interactive when evaluating both dimensions. When interactions occurred, the effect of either dimension increased as the other dimension conformed more to its original structure. Relative main effect sizes (| pitch h2 – time h2 |) predicted the strength of pitch–time interactions (pitch × time h2); interactions were stronger when main effect sizes were more evenly matched. These results have implications for dimen- sional integration in several domains. Relative main effect size could serve as an indicator of dimen- sional salience, such that interactions are more likely when dimensions are equally salient. Keywords: Pitch; Time; Music; Dimensions; Integration. The cognitive mechanisms responsible for the per- dimensions combine in order to form a unified Downloaded By: [Murdoch University] At: 03:47 19 May 2011 ceptual integration of stimulus dimensions are and coherent mental percept is a primary goal complex and multifaceted. Nonetheless, percep- of cognitive psychology (Treisman & Gelade, tion of multidimensional objects in the natural 1980). Therefore much research has concentrated environment proceeds automatically and without on the central issue of how stimulus dimensions conscious effort. Understanding how these combine in perceptual processing. Correspondence should be addressed to Jon B. Prince, School of Psychology, Murdoch University, Murdoch, WA 6150, Australia. E-mail: [email protected] Grants from the Natural Sciences and Engineering Council of Canada to Mark A. Schmuckler and William F. Thompson sup- ported part of this research, in addition to grants from the National Science Foundation of the USA awarded to Peter Q. Pfordresher. Portions of this work were presented at the Auditory Perception, Cognition, and Action meeting, Boston, MA, November 2009. The author would like to thank Peter Q. Pfordresher for helpful comments and discussions. # 2011 The Experimental Psychology Society 1 http://www.psypress.com/qjep DOI:10.1080/17470218.2011.573080 PRINCE Seminal work by Garner (1974) introduced the Despite considerable advances in the field of concept of integral and separable dimensions, spe- multidimensional visual object perception, less is cifying that integral dimensions cannot be isolated known about integration of multidimensional in perceptual processing, whereas separable properties in patterned auditory stimuli such as dimensions can be processed independently. speech and music. Rather than representing a When attending a stimulus comprised of integral static object, auditory sequences unfold over dimensions, changes along one dimension will time. Accordingly, integrating the dimensions of affect judgements along the other dimension; for such sequences has an additional layer of complex- separable dimensions no such interfering effect ity by virtue of their dynamic nature. In the case of arises. However, the integrality or separability of music, the main stimulus dimensions of pitch and dimensions is influenced by their relative discri- time can be manipulated independently, and there minability, which corresponds to the baseline dif- is a rich background on these two dimensions from ficulty of perceiving a given dimension (Garner & the perspectives of music theory (Aldwell & Felfoldy, 1970) and can be measured using reac- Schacter, 2002; Schenker, 1935/1979) and cogni- ′ tion times, accuracy, or d . A more discriminable tive science (Jones & Boltz, 1989; Krumhansl, dimension will interfere with a less discriminable 1990). Nevertheless, there is still little agreement dimension, even if they have demonstrated separ- on how exactly pitch and time contribute to, and ability under conditions of equal discriminability. combine in, our internal representation of music Yet many dimensions defy a neat classification (this process is referred to hereafter as pitch– into integral and separable dimensions. For time integration). Responses to any stimulus will example, asymmetric interactions may occur even depend on the internal representation of its fea- when dimensions have been matched for discri- tures, and music is no exception to this principle. minability, such that one dimension interferes Thus, understanding how pitch and time integrate with another, but not vice versa (Garner, 1976). is vital to research on musical behaviour (listening, Further research refined the original framework performing, and composing) and can contribute to of integral and separable dimensions into a more the larger literature on dimensional integration in detailed and nuanced view of dimensional inte- other sensory modalities. gration. One such development was the idea of Much research on pitch–time integration has decisional and perceptual separability (Ashby & taken a position supporting either the idea that Townsend, 1986), which proposes that a dimen- pitch and time are independent, or that they sion may interfere with another at either of these are interactive (as reviewed in Ellis & Jones, processing levels when responding to a multi- 2009; Krumhansl, 2000; and Prince, Thompson, Downloaded By: [Murdoch University] At: 03:47 19 May 2011 dimensional stimulus. Other authors have pro- et al., 2009). Palmer and Krumhansl (1987a) pro- posed the concepts of dimensional imbalance and vided one of the landmark demonstrations of inde- dimensional uncertainty (Melara & Algom, pendence, where an additive combination of pitch 2003), theorizing that the amount of information and temporal information predicted judgements of present in a given dimension influences how the melodic phrase goodness, suggesting that pitch perceiver attends to the stimulus. Additionally, and time were processed separately. Other research some stimulus dimensions appear to be privileged proposed instead that pitch and temporal infor- and can exert dominance (i.e., asymmetric mation is processed jointly, because variations in interference) over other dimensions despite rhythmic structure influenced detection of pertur- careful matching of other factors (Atkinson, bations to pitch patterns (Jones, Boltz, & Kidd, Tipples, Burt, & Young, 2005; Haxby, Hoffman, 1982). Since then, the numerous reports of inde- & Gobbini, 2000; Mullennix & Pisoni, 1990; pendence and interaction of these dimensions Prince, Thompson, & Schmuckler, 2009; have led to much confusion over the nature of Schweinberger, Burton, & Kelly, 1999; Tong, pitch–time integration. It is more likely, therefore, Francis, & Gandour, 2008). that pitch and time function neither as purely 2 THE QUARTERLY JOURNAL OF EXPERIMENTAL PSYCHOLOGY, 0000, 00 (0) STIMULUS DIMENSIONS independent nor as interactive dimensions, but of individual (local) stimulus elements foster that pitch–time integration varies on the basis of observations of independence; conversely, inter- a number of stimulus, task, and cultural factors. actions are more common when attending to In real-life situations, the characteristics of the characteristics of a stimulus on a larger time- music that a listener hears (i.e., the stimulus) scale (global tasks). Because attending to larger, may highlight one dimension, such as emphasizing more global structural relations will require com- the pitch dimension by using a repeating pattern, bining a number of preceding events, such tasks or the time dimension by accelerating the tempo. are likely to require processing of the stimulus in Similarly, listeners may choose to focus on differ- an integrated form. This integrated internal rep- ent aspects of a musical sequence, such as listening resentation would include both pitch and temporal to a particular instrument, a rhythmic figure, or the information; thus these stimulus dimensions are timbral features of the music. Based on what more likely to interact in perceptual processing. aspect is of interest, the task of the listener will Conversely, attending locally to an isolated event involve isolating different dimensions of the can proceed without reference to more global music. Finally, listeners encultured in the properties of a stimulus, not depending on a Western musical style will probably hear music joint (integrated) representation, and therefore of another culture differently from a native listener fostering independent relations. Although typical (e.g., Castellano, Krumhansl, & Bharucha, 1984).
Load more

Recommended publications
  • A Psychological Approach to Musical Form: the Habituation–Fluency Theory of Repetition
    A Psychological Approach to Musical Form: The Habituation–Fluency Theory of Repetition David Huron With the possible exception of dance and meditation, there appears to be nothing else in common human experience that is comparable to music in its repetitiveness (Kivy 1993; Ockelford 2005; Margulis 2013). Narrative arti- facts like movies, novels, cartoon strips, stories, and speeches have much less internal repetition. Even poetry is less repetitive than music. Occasionally, architecture can approach music in repeating some elements, but only some- times. There appears to be no visual analog to the sort of trance–inducing music that can engage listeners for hours. Although dance and meditation may be more repetitive than music, dance is rarely performed in the absence of music, and meditation tellingly relies on imagining a repeated sound or mantra (Huron 2006: 267). Repetition can be observed in music from all over the world (Nettl 2005). In much music, a simple “strophic” pattern is evident in which a single phrase or passage is repeated over and over. When sung, it is common for successive repetitions to employ different words, as in the case of strophic verses. However, it is also common to hear the same words used with each repetition. In the Western art–music tradition, internal patterns of repetition are commonly discussed under the rubric of form. Writing in The Oxford Companion to Music, Percy Scholes characterized musical form as “a series of strategies designed to find a successful mean between the opposite extremes of unrelieved repetition and unrelieved alteration” (1977: 289). Scholes’s characterization notwithstanding, musical form entails much more than simply the pattern of repetition.
    [Show full text]
  • Brain Potentials Associated with Expected and Unexpected Good and Bad Outcomes
    Psychophysiology, 42 (2005), 161–170. Blackwell Publishing Inc. Printed in the USA. Copyright r 2005 Society for Psychophysiological Research DOI: 10.1111/j.1469-8986.2005.00278.x Brain potentials associated with expected and unexpected good and bad outcomes GREG HAJCAK,a CLAY B. HOLROYD,b JASON S. MOSER,a and ROBERT F. SIMONSa aDepartment of Psychology, University of Delaware, Newark, Delaware, USA bDepartment of Psychology, University of Victoria, Victoria, British Columbia, Canada Abstract The error-related negativity (ERN) is an event-related brain potential observed when subjects receive feedback in- dicating errors or monetary losses. Evidence suggests that the ERN is larger for unexpected negative feedback. The P300 has also been shown to be enhanced for unexpected feedback, but does not appear to be sensitive to feedback valence. The present study evaluated the role of expectations on the ERN and P300 in two experiments that ma- nipulated the probability of negative feedback (25%, 50%, or 75%) on a trial-by-trial basis in experiment 1, and by varying the frequency of positive and negative feedback across blocks of trials in experiment 2. In both experiments, P300 amplitude was larger for unexpected feedback; however, the ERN was equally large for expected and unexpected negative feedback. These results are discussed in terms of the potential role of expectations in processing errors and negative feedback. Descriptors: Expectations, Feedback, Event-related brain potential, Error-related negativity, Ne, P300, Reinforce- ment learning, Response monitoring A number of recent event-related brain potential (ERP) studies ing the presentation of negative feedback (cf. Ruchsow, Grothe, have focused on neural activity related to errors and negative Spitzer, & Kiefer, 2002; see Nieuwenhuis, Holroyd, Mol, & feedback.
    [Show full text]
  • Psychology Transition Work
    Induction Work for Psychology Name__________________________________________ This booklet contains some tasks and activities to prepare you for your study of the truly amazing subject of Psychology . Please work through these tasks, read the material given to you, answer any questions, visit the websites described plus others that your own interest/research may lead you to. Watch the videos suggested and make detailed notes. You will need to continue your answers on extra paper for some of the questions. Please make sure you have completed this booklet by the deadline given to you for Summer Work. Task 1 Write a letter to your Psychology teachers. Explain why you would like to study psychology. Tell us about yourself- what are your interests and hobbies, what do you like reading, do you have any ambitions for the future in terms of future studies or a career. Task 2 Please look at this website and choose an article that you find interesting. https://www.bbc.co.uk/news/topics/cz4pr2gdge5t/psychology Write a critical review of the article. Cover these bullet points • What the article was about • How useful you found any images, tables, diagrams • Your understanding of the topic having read the article • What you could do next to find out more about this topic. 1 Task 3 A. Read the following article on the History of Psychology and if possible, do your own research into this using the internet. B. HIGHLIGHT KEY FACTS in this article and create an illustrated factsheet that clearly explains how psychology has developed over the past 150 years.
    [Show full text]
  • Teleneuropsychology (Telenp) in Response to COVID-19: Practical Guidelines to Balancing Validity Concerns with Clinical Need
    Teleneuropsychology (TeleNP) in Response to COVID-19: Practical Guidelines to Balancing Validity Concerns with Clinical Need Rene Stolwyk, DPsych(Clin.Neuro), PsyBA Dustin B. Hammers, Ph.D., ABPP(CN) Senior Lecturer and Clinical Neuropsychologist Board Certified in Clinical Neuropsychology Turner Institute for Brain and Mental Health Associate Professor, Department of Neurology Monash University, Melbourne, Australia University of Utah, Salt Lake City, Utah Email: [email protected] Email: [email protected] Twitter: @rene_stolwyk Lana Harder, PhD, ABPP C. Munro Cullum, Ph.D., ABPP-CN Board Certified in Clinical Neuropsychology Professor of Psychiatry, Neurology, and Neurosurgery Board Certified Subspecialist in Pediatric Neuropsychology Pam Blumenthal Distinguished Professor of Clinical Psychology Children’s Medical Center Dallas Senior Neuropsychologist, O’Donnell Brain Institute Associate Professor of Psychiatry and Neurology University of Texas Southwestern Medical Center University of Texas Southwestern Medical Center Email: [email protected] Email: [email protected] INS Webinar Presented on 4/2/2020 Objectives Following this webinar, attendees will be able to: • Understand the evidence base supporting TeleNP procedures as well as the strengths and limitations of different models • Apply knowledge of models of TeleNP and evaluate potential feasibility within your own clinical settings • Understand key legal and ethical considerations when providing TeleNP services Outline • Ethical and Legal Challenges • Logistical and Practical Considerations • Models of TeleNP • Evidence for use of Specific Measures over TeleNP and Patient Satisfaction • Practical Considerations for Home-Based TeleNP Our Experience with TeleNP • Dr. Hammers leads the University of Utah TeleNP Program • Joint relationship between University of Utah Cognitive Disorders Clinic and St.
    [Show full text]
  • The Benefits of Stimulus-Driven Attention for Working Memory
    Journal of Memory and Language 69 (2013) 384–396 Contents lists available at SciVerse ScienceDirect Journal of Memory and Language journal homepage: www.elsevier.com/locate/jml The benefits of stimulus-driven attention for working memory encoding ⇑ Susan M. Ravizza a, , Eliot Hazeltine b a Department of Psychology, Michigan State University, United States b Department of Psychology, University of Iowa, United States article info abstract Article history: The present study investigates how stimulus-driven attention to relevant information Received 18 July 2012 affects working memory performance. In three experiments, we examine whether stimu- revision received 30 May 2013 lus-driven attention to items can improve retention of these items in working memory. Available online 22 June 2013 Lists of phonologically-similar and dissimilar items were presented at expected or unex- pected locations in Experiment 1. When stimulus-driven attention was captured by items Keywords: presented at unexpected locations, similar items were better remembered than similar Verbal working memory items that appeared at expected locations. These results were replicated in Experiment 2 Attentional capture using contingent capture to boost stimulus-driven attention to similar items. Experiment Short term memory 3 demonstrated that stimulus-driven attention was beneficial for both similar and dissim- ilar items when the latter condition was made more difficult. Together, these experiments demonstrate that stimulus-driven attention to relevant information is one mechanism by which encoding can be facilitated. Ó 2013 Elsevier Inc. All rights reserved. Introduction strated in research examining the detrimental effects on WM performance when stimulus-driven attention is cap- Working memory (WM) keeps information in an active tured by irrelevant distractors (Anticevic, Repovs, Shul- state for a short period of time so that it can be readily ac- man, & Barch, 2009; Majerus et al., 2012; Olesen, cessed and manipulated in the service of immediate task Macoveanu, Tegner, & Klingberg, 2007; West, 1999).
    [Show full text]
  • Psychophysiological Responses of Older Adults to an Anxiety -Evoking Stimulus
    Graduate Theses, Dissertations, and Problem Reports 2000 Psychophysiological responses of older adults to an anxiety -evoking stimulus Angela W. Lau West Virginia University Follow this and additional works at: https://researchrepository.wvu.edu/etd Recommended Citation Lau, Angela W., "Psychophysiological responses of older adults to an anxiety -evoking stimulus" (2000). Graduate Theses, Dissertations, and Problem Reports. 1202. https://researchrepository.wvu.edu/etd/1202 This Dissertation is protected by copyright and/or related rights. It has been brought to you by the The Research Repository @ WVU with permission from the rights-holder(s). You are free to use this Dissertation in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you must obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/ or on the work itself. This Dissertation has been accepted for inclusion in WVU Graduate Theses, Dissertations, and Problem Reports collection by an authorized administrator of The Research Repository @ WVU. For more information, please contact [email protected]. Psychophysiological Responses of Older Adults to an Anxiety-Evoking Stimulus Angela W. Lau Dissertation submitted to the Eberly College of Arts and Sciences at West Virginia University in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Psychology Kevin T. Larkin, Ph.D., Chair Barry A. Edelstein, Ph.D. B. Kent Parker, Ph.D. Eric D. Rankin, Ph.D. Joseph R. Scotti, Ph.D. Department of Psychology Morgantown, West Virginia 2000 Keywords: Older Adults, Anxiety, Heart Rate, Skin Conductance, Blood Pressure Copyright 2000 Angela W.
    [Show full text]
  • How Does Incentive Motivational Theory Apply to Sexual Behavior?
    ® 1995 Elsevier Science B. V. All rights reserved. The Pharmacology of Sexual Function and Dysfunction J. Bancroft, editor How does incentive motivational theory apply to sexual behavior? Jane Stewart Center for Studies in Behavioral Neurobiology, Department of Psychology, Concordia University, 1455 de Maisonneuve Blvd., Montreal, Quebec, Canada, H3G IMS Introduction The incentive motivational view of motivation ascribes a primary role to incentive stimuli as the generators of motivational states and elicitors of actions. A central motivational state is said to be set up in the organism as a result of direct interactions with either primary (unconditioned) incentive stimuli or conditioned incentive stimuli, or through thoughts about these stimuli and events. Modifications in the internal environment such as those induced by cyclic changes in endogenous hormones, by deprivation, and by pharmacological agents are thought to alter the behavioral effectiveness of unconditioned and conditioned incentive stimulus events by altering both their salience and the quality and magnitude of the central motivational states they generate. The induction of an incentive motivational state, in turn, further enhances the salience and behavioral effectiveness of these and related stimulus events [see 1- 5] providing a mechanism for the maintenance of goal-directed behavior. Although the evidence to support this view of motivation comes from studies using a range of incentive stimuli and motivational systems including food, sweet substances, objects of prey, and the incentive properties of electrical stimulation of the brain, studies of sexual motivation provide in many ways some the most compelling evidence for this view. Primary or Unconditioned Incentive Stimuli By definition, unconditioned positive incentive stimuli are those stimuli which, for a given species, have a high probability of eliciting an emotional or motivational state, approach behavior, and engagement with the incentive and related stimuli.
    [Show full text]
  • Stimulus-Response Compatibility and Psychological Refractory Period Effects
    Psychonomic Bulletin & Review 2002, 9 (2), 212-238 Stimulus–response compatibility and psychological refractory period effects: Implications for response selection MEI-CHING LIEN and ROBERT W. PROCTOR Purdue University, West Lafayette, Indiana The purpose of this paper was to provide insight into the nature of response selection by reviewing the literature on stimulus–response compatibility (SRC) effects and the psychological refractoryperiod (PRP) effect individually and jointly. The empirical findings and theoreticalexplanations of SRC effects that have been studied within a single-task context suggest that there are two response-selection routes—automatic activation and intentional translation. In contrast, all major PRP models reviewed in this paper have treated response selection as a single processing stage. In particular, the response- selection bottleneck (RSB) model assumes that the processing of Task 1 and Task 2 comprises two sep- arate streams and that the PRP effect is due to a bottleneck located at response selection. Yet, consider- able evidence from studies of SRC in the PRP paradigm shows that the processing of the two tasks is more interactive than is suggested by the RSB model and by most other models of the PRP effect. The major implication drawn from the studies of SRC effects in the PRP context is that response activation is a distinct process from final response selection. Response activationis based on both long-term and short-term task-defined S–R associations and occurs automatically and in parallel for the two tasks. The final response selection is an intentional act required even for highly compatible and practiced tasks and is restricted to processing one task at a time.
    [Show full text]
  • Drive Reduction Theory
    Learning Theory . Behaviorist Learning Theory Skinner Pavlov Hull . Cognitive Learning Theory Piaget Bruner . Social Learning Theory Vygotsky Bandura Clark Leonard Hull Born 24 May 1884-NewYork Died 10 May 1952 Nationality American Fields psychologist Basic concepts in Hull’s theory Need- Physiological imbalances. Drive- state of tension. Reinforcement- Reward Primary and secondary. Goal- commodity which reduce drive. Need Drive Activity Goal Reduced Drive Drive-Reduction Theory When the instinct theory of motivation failed it was replaced by drive-reduction theory. Physiological need creates an aroused tension state (a drive) that motivates an organism to satisfy the need (Hull, 1951). Drive Reduction Physiological aim of drive reduction is homeostasis – maintenance of steady internal state, e.g., maintenance of steady body temperature. Drive Food Reduction EmptyStomach Stomach Full (Food Deprived) Organism Drive Reduction Theory Clark L Hull Symbolism in Hull’s theory Unlearned behaviour (SUR) Habit Strength (SHR) Reactive Inhibition (IR) Conditioned Inhibition (SIR) Effective reaction potential (SER) Hull’s System (1943) MAJOR THEORETICAL CONCEPTS Book - “Principles of Behaviour” (1943) 16 Postulates Quantitative Equation on Human Performance Book – “A Behaviour system” (1952) POSTULATE 1: Sensing the external environment and the stimulus trace. S-s-r- R S-External situation s-Internal stimulus trace R-External response r-Response tendency POSTULATE 2: The interaction of sensory impulses. POSTULATE 3: Unlearned behaviour. E=(SUR)*D E-Excitatory potential SUR-Unlearned behaviour D-Drive POSTULATE 4: Contiguity and drive reduction as necessary conditions for learning. • With out drive there could be no response. • Drive is treated as primary reinforcement. POSTULATE 5: Stimulus generalization. Generalized habit - prior experience affects current learning POSTULATE 6: Stimuli associated with drives.
    [Show full text]
  • Music As a Mood Modulator Patricia Edwards Bleyle Iowa State University
    Iowa State University Capstones, Theses and Retrospective Theses and Dissertations Dissertations 1992 Music as a mood modulator Patricia Edwards Bleyle Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/rtd Part of the Mental Disorders Commons, Music Therapy Commons, and the Psychology Commons Recommended Citation Bleyle, Patricia Edwards, "Music as a mood modulator" (1992). Retrospective Theses and Dissertations. 17311. https://lib.dr.iastate.edu/rtd/17311 This Thesis is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Retrospective Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. Music as a mood modulator by Patricia Edwards Bleyle A Thesis Submitted to the Graduate Faculty in Partial Fulfillment of the Requirements for the Degree of MASTER OF SCIENCE Department: Psychology Major: Psychology Signatures have been redacted for privacy IUYVa .... 'e.. ., Jniversity Ames, Iowa 1992 ii TABLE OF CONTENTS Page ABSTRACT iii INTRODUCTION 1 LITERATURE REVIEW 3 Music 3 Mood 6 Music and Mood 9 Theories of Mood Modulation Through Music Stimuli 1 5 M~D 31 Design 31 Subjects 31 Procedure 3 2 Experimental Sessions 33 Stimuli 34 Dependent Measures 3 5 RESULTS 38 Rating Scales 4 1 DISCUSSION 43 RetR~S 47 APPENDIX A. Depression Adjective Checklist 5 3 APPENDIX B. Activation-Deactivation Adjective Checklist 55 APPENDIX C. Preference in Music 59 APPENDIX D. Music Segments 6 1 APPENDIX E. Modified Informed Consent and Debriefing Statements 64 iii ABSTRACT Mood induction in normal subjects has been reported in numerous journal articles.
    [Show full text]
  • Chapter 4 – Wilhelm Wundt and the Founding of Psychology
    CHAPTER 6 – GERMAN PSYCHOLOGISTS OF THE 19TH & EARLY 20TH CENTURIES Dr. Nancy Alvarado German Rivals to Wundt Ernst Weber & Gustav Fechner -- psychophysicists Hermann Ebbinghaus -- memory Franz Brentano Carl Stumpf Oswald Kulpe Weber & Fechner Ernst Weber (1795-1878) Weber published “De tactu” describing the minimum amount of tactile stimulation needed to experience a sensation of touch – the absolute threshold. Using weights he found that holding versus lifting them gave different results (due to muscles involved). He used a tactile compass to study how two-point discrimination varied across the body. On the fingertip .22 cm, on the lips .30 cm, on the back 4.06 cm. Just Noticeable Difference (JND) Weber studied how much a stimulus must change in order for a person to sense the change. How much heavier must a weight be in order for a person to notice that it is heavier? This amount is called the just noticeable difference JND The JND is not fixed but varies with the size of the weights being compared. R k JND can be expressed as a ratio: R where R is stimulus magnitude and k is a constant and R means the change in R ( usually means change) Gustav Fechner (1801-1887) Fechner related the physical and psychological worlds using mathematics. Fechner (1860) said: “Psychophysics, already related to physics by name must on one hand be based on psychology, and [on] the other hand promises to give psychology a mathematical foundation.” (pp. 9-10) Fechner extended Weber’s work because it provided the right model for accomplishing this. Fechner’s Contribution Fechner called Weber’s finding about the JND “Weber’s Law.” Fechner’s formula describes how the sensation is related to increases in stimulus size: S k log R where S is sensation, k is Weber’s constant and R is the magnitude of a stimulus The larger the stimulus magnitude, the greater the amount of difference needed to produce a JND.
    [Show full text]
  • A Q-Sort Historical Analysis Or the Learning Theories of Clark L. Hull and B
    Western Michigan University ScholarWorks at WMU Master's Theses Graduate College 12-1973 A Q-Sort Historical Analysis or the Learning Theories of Clark L. Hull and B. F. Skinner Keith V. Syrja Follow this and additional works at: https://scholarworks.wmich.edu/masters_theses Part of the Experimental Analysis of Behavior Commons Recommended Citation Syrja, Keith V., "A Q-Sort Historical Analysis or the Learning Theories of Clark L. Hull and B. F. Skinner" (1973). Master's Theses. 2699. https://scholarworks.wmich.edu/masters_theses/2699 This Masters Thesis-Open Access is brought to you for free and open access by the Graduate College at ScholarWorks at WMU. It has been accepted for inclusion in Master's Theses by an authorized administrator of ScholarWorks at WMU. For more information, please contact [email protected]. A Q-SORT HISTORICAL ANALYSIS OR THE LEARNING THEORIES OF CLARK L. HULL AND B. F. SKINNER by Keith V. Syrja A Thesis Submitted to the Faculty of The Graduate College in partial fulfillment of the Degree of Master of Arts Western Michigan University Kalamazoo, Michigan December 1973 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Ackno v*rl edgement s In writing this thesis, I am thankful for the advice, encouragement, and constructive criticism of Professors Paul T. Mountjoy, Chris Koronakos, and Bradley E. Huitema. I appreciated the efforts of Professor Berne Jacobs and his students at Kalamazoo College. I also thank as well many others at Western Michigan University for their kindly assistance. The intellectual training and experience I have gained in graduate study I am sure will be quite important and beneficial during my further graduate work.
    [Show full text]