Effects of Learning on Dissonance Judgments
journal of interdisciplinary music studies 2014-2016, volume 8, issue 1&2, art. #16081201, pp. 11-28 open peer commentary article Effects of learning on dissonance judgments Diana Omigie1,2,3,4, Delphine Dellacherie 1,5 and Séverine Samson1,2 1UFR de Psychologie, Laboratoire PSITEC-EA 4072, Université de Lille 2 Hôpital de la Pitié-Salpêtrière, Paris 3 Centre de Neuroimagerie de Recherche - CENIR, 7-75013 Paris, 4 Inserm U 1127, CNRS UMR 7225, Sorbonne Universités, UPMC Univ Paris 06 UMR S 1127, Institut du Cerveau et de la Moelle épinière - ICM, F-75013, Paris 5 Unité de Neuropediatrie, Centre Hospitalier Régional Universitaire, Lille Background in music cognition: A frequently posed question regards the origins of the aversion most listeners have to dissonant sounds. In the domain of psychology, attempts to address this question have included examining how early similar biases may be found in infants as well as whether they exist at all in non-human species. In contrast, another line of work has, rather than focusing on potential biological predispositions, examined the specific role that musical exposure and training may play in driving emotional judgments of dissonance. Background in music history: Speculation as to why consonant sounds are preferred to dissonant sounds dates back many centuries to the ancient Greek notion that beauty is intrinsically related to proportions. More recently, the prevailing theory is that sensory dissonance arises as a result of mechanical interference within the organ of hearing, although another plausible theory states that consonance preferences are driven by a preference for harmonicity. Aims: The current review aims to re-examine the direct evidence that may be found for a role of learning mechanisms in dissonance processing, and in doing so inform theories of dissonance perception.
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