scholarly journals Absolute pitch can be learned by some adults

2018 ◽  
Author(s):  
Stephen C. Van Hedger ◽  
Shannon L.M Heald ◽  
Howard C. Nusbaum
Keyword(s):  
Critical Period ◽  
Training Session ◽  
Absolute Pitch ◽  
Classification Performance ◽  
Childhood Development ◽  
Musical Note ◽  
Perceptual Training ◽  
Relative Pitch ◽  
Improving Accuracy ◽  
Positive Results

AbstractAbsolute pitch (AP), the rare ability to name any musical note without the aid of a reference note, is thought to develop in an early critical period of development. Although recent research has shown that adults can improve AP abilities in a single training session, the best learners still did not achieve note classification performance comparable to performance of a genuine AP possessor. Here, we demonstrate that genuine AP levels of performance can be trained in eight weeks for some adults, with the best learner passing all measures of AP ability after training and retaining this knowledge for at least four months after training. Alternative explanations of these positive results, such as improving accuracy through adopting a slower, relative pitch strategy, are not supported based on joint analyses of response time and accuracy. The post-training AP assessments were extensive, totaling 204 notes taken from eight different timbres and spanning over seven octaves. These results clearly demonstrate that explicit perceptual training in some adults can lead to AP performance that is behaviorally indistinguishable from AP that results from childhood development. Implications for theories of AP acquisition are discussed.

scholarly journals Absolute Pitch and the Perception of Sequential Musical Intervals

1991 ◽  
Vol 9 (1) ◽  
pp. 105-119 ◽  
Author(s):  
André-Pierre Benguerel ◽  
Carol Westdal
Keyword(s):  
Absolute Pitch ◽  
The Other ◽  
Main Experiment ◽  
Musical Note ◽  
Musical Interval ◽  
Relative Pitch

When identifying musical intervals, most musicians appear to use only one strategy: they directly evaluate the musical interval between two notes (relative-pitch strategy). Musicians with absolute pitch (AP) seem to have two strategies available for identifying intervals: they can either use the relative-pitch strategy, or they can first identify the two pitches and then infer the musical interval between them (AP strategy). This study investigates the perception of sequential musical intervals by two groups of musicians, one group with AP and the other without AP. Most subjects in either group were able to name standard sequential musical intervals based on the equal-tempered scale accurately. Most subjects in the AP group were able to name notes of the equal-tempered scale accurately and consistently, whereas subjects without AP were not. Subjects with AP identified, with varying degrees of accuracy and consistency, single notes spaced in 20-cent increments over a 9.4- semitone range, using the standard musical note names. In the main experiment, subjects identified sequential musical intervals ranging in 20- cent steps from 260 to 540 cents, using the standard musical interval names. On the basis of their identification errors, subjects, both with and without AP, appeared to identify the intervals using the RP strategy rather than the AP strategy. It seems that musicians with AP do not use this ability in the identification of sequential musical intervals, relying instead on their sense of relative pitch.

Absolute Pitch in Williams Syndrome

2001 ◽  
Vol 18 (4) ◽  
pp. 491-503 ◽  
Author(s):  
Howard M. Lenhoff ◽  
Olegario Perales ◽  
Gregory Hickok
Keyword(s):  
Early Childhood ◽  
General Population ◽  
Williams Syndrome ◽  
Cognitive Abilities ◽  
Critical Period ◽  
Absolute Pitch ◽  
Relative Pitch

Absolute pitch is reported to occur in 1 out of 10,000 persons, usually those trained in music before age 6. We demonstrate that the five individuals we tested, who have Williams syndrome, a condition caused by a microdeletion of about 20 genes in the q11.23 region of one of their two chromosomes number seven, possess near ceiling levels of absolute pitch despite their limited cognitive abilities. With these individuals, we also describe our preliminary findings on relative pitch, transposition, and retention. We discuss the possibilities that (1) the incidence of absolute pitch among individuals with Williams syndrome is higher than that found in the general population and (2) the normal early childhood critical period of absolute pitch acquisition may be extended in individuals with Williams syndrome.

scholarly journals Nihongo Speech Trainer: A Pronunciation Training System for Japanese Sounds

2019 ◽  
Vol 5 (2) ◽  
pp. 78-85
Author(s):  
Tanporn Trakantalerngsak
Keyword(s):  
Pilot Study ◽  
Native Speakers ◽  
Training Session ◽  
Training System ◽  
High Variability ◽  
Training Method ◽  
Perceptual Training ◽  
Minimal Pairs ◽  
Positive Results

This article will present the methodology, as well as the results, of a pilot study of the ‘Nihongo Speech Trainer’ aimed at helping Thai learners improve their ability to identify Japanese contrasts. The pilot study was performed on 15 participants. The tool focuses on specific contrasts that are problematic for Thai learners such as Japanese fricatives and affricates. Perceptual training uses a high-variability phonetic training method (hereafter referred to as “HVPT perceptual training”). Each training session included 90 minimal pairs in which the target contrasts were embedded in initial, medial and final positions. The training stimuli were produced by seven Japanese native speakers. The results of the pilot study showed that the use of the Nihongo Speech Trainer can lead to better perception of the trained Japanese sounds. The results of a questionnaire among the participants also showed that the system helped to improve their perception and production ability. However, despite these positive results with the use of the Nihongo Speech Trainer, there is room for improvement, which may lead to better training results.

The Mystery of Absolute Pitch

2019 ◽  
pp. 82-102
Author(s):  
Diana Deutsch
Keyword(s):  
United States ◽  
Critical Period ◽  
Genetic Factor ◽  
Musical Training ◽  
Absolute Pitch ◽  
The United States ◽  
Musical Note ◽  
Tone Language ◽  
Music Lessons ◽  
Brain Circuitry

Chapter 6. discusses absolute pitch (or “perfect pitch”)—the rare ability to name a musical note in the absence of a reference note. It is argued that acquiring absolute pitch requires exposure to certain environmental influences during a critical period early in life. This ability is associated with early musical training—and the earlier the onset of training the stronger the association. The author and her coworkers have found at music conservatories and universities in the United States and China that the earlier students had begun taking music lessons, the greater the probability that they possessed absolute pitch. We also found that the prevalence of absolute pitch is much higher among people who speak a tone language—in which the meaning of a word changes depending on the pitch or pitches in which it is spoken. It is therefore argued that when babies learn to speak a tone language, they automatically associate pitches with words, and so develop absolute pitch for the words they hear. Therefore when they begin taking music lessons, their brain circuitry for absolute pitch is already in place. Speakers of non-tone languages are therefore at a disadvantage compared with tone-language speakers for acquiring absolute pitch. Further work by the author and colleagues also point to a genetic factor in acquiring absolute pitch. Also discussed are the neurological correlates of absolute pitch, and its presence in some autistic savants, and in people who are blind. It also considers the decline of absolute pitch with aging, and distortions in absolute pitch judgment under certain medications.

scholarly journals Percutaneous transhepatic biliary puncture simulator: a cord network prototype

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Rubén Lopez Benítez ◽  
Tomás Reyes del Castillo ◽  
David Benz ◽  
Carsten Fechner ◽  
Lorant Szabo ◽  
...  
Keyword(s):  
Training Session ◽  
Lower Lobe ◽  
Biliary Tree ◽  
Training Model ◽  
Polystyrene Foam ◽  
Wooden Frame ◽  
Biliary Ducts ◽  
Hand Coordination ◽  
Radiology Residents ◽  
Positive Results

Abstract Background The aim of this study was to present a percutaneous transhepatic biliary puncture simulator that can be used without radiation exposure and that reflects the conventional anatomy of the biliary ducts and its vicinity structures. Methods An anatomically based model of the biliary tree was developed using a cord network fixed to a wooden frame. The skin, ribs, intercostal muscles, and right lower lobe pleura were simulated using foam sponge, plastic tubes, a polystyrene foam panel, and an air pad, respectively. For the puncture, we used a 20-G Chiba needle and a wire with distal double arches; these were used to troll a cord, simulating the successful puncture of a bile duct. A camera was also placed above the model to allow the trainees to train eye-hand coordination while viewing the image on a monitor in real time. The simulator was tested with 60 radiology residents to evaluate the confidence and skills transferability of the training model. Results After receiving an introduction of the system and 5 min of training under tutor surveillance, all participants were able to troll a cord of the biliary simulator by themselves in less than 4 min. Only one participant punctured the simulated pleura. The participants’ evaluations showed positive results, with increased user confidence and skills transferability after the training session. Conclusions This proposed simulator can be an effective tool to improve a trainee’s confidence and competence while achieving procedural and non-procedural interventional radiology skills related to the liver. Trial registration Retrospectively registered

scholarly journals Learning the ““Special Note””: Evidence for a Critical Period for Absolute Pitch Acquisition

2003 ◽  
Vol 21 (1) ◽  
pp. 119-127 ◽  
Author(s):  
FRANK A. RUSSO ◽  
DEBORAH L. WINDELL ◽  
LOLA L. CUDDY
Keyword(s):  
Critical Period ◽  
Strong Support ◽  
Absolute Pitch ◽  
Identification Accuracy ◽  
Single Tone ◽  
The Third

Children (3––6 years old) and adults were trained for 6 weeks to identify a single tone, C5. Test sessions, held at the end of each week, had participants identify C5 within a set of seven alternative tones. By the third week of training, identification accuracy of children 5––6 years old surpassed the accuracies of children 3––4 years old and adults. Combined with an analysis of perceptual strategies, the data provide strong support for a critical period for absolute pitch acquisition. Received July 12, 2003, accepted August 1,2003

Absolute Pitch and Relative Pitch in Music Students in the East and the West

2018 ◽  
Vol 36 (2) ◽  
pp. 135-155 ◽  
Author(s):  
Ken'ichi Miyazaki ◽  
Andrzej Rakowski ◽  
Sylwia Makomaska ◽  
Cong Jiang ◽  
Minoru Tsuzaki ◽  
...  
Keyword(s):  
Music Education ◽  
East Asian ◽  
Absolute Pitch ◽  
Music Students ◽  
Asian Countries ◽  
Japanese Students ◽  
Relative Pitch ◽  
Cultural Conditions ◽  
The Usa ◽  
Musical Context

Absolute pitch (AP)—an ability to identify an isolated pitch without musical context—is commonly believed to be a valuable ability for musicians. However, relative pitch (RP)—an ability to perceive pitch relations—is more important in most musical contexts. In this study, music students in East Asian and Western countries (Japan, China, Poland, Germany, and USA) were tested on AP and RP abilities. In the AP test, 60 single tones were presented in a quasirandom order over a five-octave range. In the RP test, ascending musical intervals from 1 to 11 semitones were presented in four different keys. Participants wrote down note names in the AP test and scale-degree names or musical interval names in the RP test. The conservatory-level Japanese students showed the highest AP performance and more than half of them were classified as accurate AP possessors, but only 10% were classified as accurate RP possessors. In contrast, only a small percentage of participants from Poland, Germany, and the USA were identified as accurate AP possessors, whereas many more were accurate RP possessors. Participants from China were typically intermediate on both measures. These noticeable contrasts between AP and RP performance in different countries suggest influences of the underlying socio-cultural conditions, presumably relating to music education. Given the importance of RP in music, the results suggest that more emphasis should be place on RP training, particularly in East Asian countries.

scholarly journals Neural patterns reveal single-trial information on absolute pitch and relative pitch perception

NeuroImage ◽  
2019 ◽  
Vol 200 ◽  
pp. 132-141 ◽  
Author(s):  
Simon Leipold ◽  
Marielle Greber ◽  
Silvano Sele ◽  
Lutz Jäncke
Keyword(s):  
Absolute Pitch ◽  
Pitch Perception ◽  
Single Trial ◽  
Relative Pitch

Telepresence robotics in an academic library

2017 ◽  
Vol 35 (3) ◽  
pp. 408-420 ◽  
Author(s):  
LuMarie Guth ◽  
Patricia Vander Meer
Keyword(s):  
Public Relations ◽  
Public Services ◽  
Academic Library ◽  
Training Session ◽  
Employee Attitudes ◽  
Remote Communication ◽  
Content Type ◽  
Special Events ◽  
Before And After ◽  
Positive Results

Purpose Librarians are working with telepresence robotics for various uses, particularly as a communication method inhabiting a space between video chat and face-to-face interactions. The library at (Blinded University) partnered with the (Blinded Laboratory) to showcase this emerging technology in a high-traffic setting utilized by students of every level and major. The purpose of this paper is to discuss patron reactions to this technology exhibition in the library, beta testing of a telepresence robot in various public services tasks, and library employee attitudes toward this unfamiliar technology before and after one-on-one training. Design/methodology/approach The project gathered data through three studies. In study 1, feedback forms were filled out by patrons who interacted with or piloted the robot. In study 2, observations by the librarians piloting the robot for various public services activities were recorded in a log. In study 3, employees were invited to complete a pretest designed to solicit perceptions and attitudes regarding the use of the robot, become trained in navigating the robot, and complete a posttest for comparison purposes. Results were analyzed to find trends and highlight perceived uses for the technology. Findings Patrons and library employees gave positive feedback regarding the novelty of the technology and appreciated its remote communication capability. Trialed uses of the technology for public services yielded positive results when the TR was used for public relations, such as at special events or in greeting tours, and yielded less positive results when used for reference purposes. Library employees comfort with and perceived utility of the robot grew consistently across departments, levels of experience and employment types after a personal training session. Originality/value Although libraries in recent years have surveyed users regarding TR technology, this paper captures quantitative and qualitative data from a library employee training study regarding perception of the technology. Exploration of the public services uses and library employee acceptance of TR technology is valuable to those contemplating expending time and resources in similar endeavors.

Absolute pitch learning in adults speaking non-tonal languages

2020 ◽  
Vol 73 (11) ◽  
pp. 1908-1920
Author(s):  
Yetta Kwailing Wong ◽  
Vince SH Ngan ◽  
Leo YT Cheung ◽  
Alan C-N Wong
Keyword(s):  
Early Childhood ◽  
Musical Training ◽  
Absolute Pitch ◽  
Tonal Language ◽  
Relative Pitch ◽  
External Reference ◽  
Small Pitch ◽  
Early Childhood Experience ◽  
Language Exposure

Absolute pitch (AP) refers to labelling individual pitches in the absence of external reference. A widely endorsed theory regards AP as a privileged ability enjoyed by selected few with rare genetic makeup and musical training starting in early childhood. However, recent evidence showed that even adults can learn AP, and some can attain a performance level comparable to natural AP possessors. These training studies involved native tonal language speakers, whose acquisition of AP might be facilitated by tonal language exposure during early childhood. In this study, adults speaking non-tonal languages went through AP training that was 20-hr long, computerised and personalised. Performance on average improved, which was accompanied by enhanced working memory for tones, whereas relative pitch judgement and sensitivity to small pitch differences remained unchanged. Notably, two out of 13 learned to label all 12 pitches within an octave, with accuracy and response time comparable to natural AP possessors. Overall, the findings suggest that tonal language exposure is not a prerequisite for AP learning in adulthood. The understanding of the origin of AP would benefit from considering the role of lifelong learning instead of focusing only on early childhood experience.

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