Learning of Pitch and Time Structures in an Artificial Grammar Setting

Autor/inn/en	Prince, Jon B.; Stevens, Catherine J.; Jones, Mari Riess; Tillmann, Barbara
Titel	Learning of Pitch and Time Structures in an Artificial Grammar Setting
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 44 (2018) 8, S.1201-1214 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
DOI	10.1037/xlm0000502
Schlagwörter	Intonation; Suprasegmentals; Grammar; Task Analysis; Incidental Learning; Artificial Languages; Learning Processes; Cognitive Processes; Language Processing + Suchen Sie Ihr Suchwort? Grammatik; Aufgabenanalyse; Inzidentelles Lernen; Learning process; Lernprozess; Cognitive process; Kognitiver Prozess; Sprachverarbeitung
Abstract	Despite the empirical evidence for the power of the cognitive capacity of implicit learning of structures and regularities in several modalities and materials, it remains controversial whether implicit learning extends to the learning of temporal structures and regularities. We investigated whether (a) an artificial grammar can be learned equally well when expressed in duration sequences as when expressed in pitch sequences, (b) learning of the artificial grammar in either duration or pitch (as the primary dimension) sequences can be influenced by the properties of the secondary dimension (invariant vs. randomized), and (c) learning can be boosted when the artificial grammar is expressed in both pitch and duration. After an exposure phase with grammatical sequences, learning in a subsequent test phase was assessed in a grammaticality judgment task. Participants in both the pitch and duration conditions showed incidental (not fully implicit) learning of the artificial grammar when the secondary dimension was invariant, but randomizing the pitch sequence prevented learning of the artificial grammar in duration sequences. Expressing the artificial grammar in both pitch and duration resulted in disproportionately better performance, suggesting an interaction between the learning of pitch and temporal structure. The findings are relevant to research investigating the learning of temporal structures and the learning of structures presented simultaneously in 2 dimensions (e.g., space and time, space and objects). By investigating learning, the findings provide further insight into the potential specificity of pitch and time processing, and their integrated versus independent processing, as previously debated in music cognition research. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01