Is There an Asian Advantage for Pitch Memory?

2008 ◽  
Vol 25 (3) ◽  
pp. 241-252 ◽  
Author(s):  
E. Glenn Schellenberg ◽  
Sandra E. Trehub

ABSOLUTE PITCH (AP) IS THE ABILITY TO IDENTIFY OR produce a musical note in isolation. As traditionally defined, AP requires accurate pitch memory as well as knowledge of note names. The incidence of AP is higher in Asia than it is in North America.We used a task with no naming requirements to examine pitch memory among Canadian 9- to 12-year-olds of Asian (Chinese) or non-Asian (European) heritage. On each trial, children heard two versions of a 5-s excerpt from a familiar recording, one of which was shifted upward or downward in pitch. They were asked to identify the excerpt at the original pitch. The groups performed comparably, and knowledge of a tone language did not affect performance. Nonetheless, Asians performed better on a test of academic achievement. These results provide no support for the contribution of genetics or tone-language use to cross-cultural differences in pitch memory.

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Xin Sun ◽  
Shaylene Nancekivell ◽  
Susan A. Gelman ◽  
Priti Shah

AbstractChinese students are more likely than US students to hold a malleable view of success in school, yet are more likely to hold fixed mindsets about intelligence. We demonstrate that this apparently contradictory pattern of cross-cultural differences holds true across multiple samples and is related to how students conceptualize intelligence and its relationship with academic achievement. Study 1 (N > 15,000) confirmed that US students endorsed more growth mindsets than Chinese students. Importantly, US students’ mathematics grades were positively related to growth mindsets with a medium-to-large effect, but for Chinese students, this association was slightly negative. Study 2 conceptually replicated Study 1 findings with US and Chinese college samples, and further discovered that cross-cultural differences in intelligence mindset beliefs corresponded to how students defined intelligence. Together, these studies demonstrated systematic cross-cultural differences in intelligence mindset and suggest that intelligence mindsets are not necessarily associated with academic motivation or success in the same way across cultures.


2019 ◽  
Vol 42 ◽  
Author(s):  
Marco Del Giudice

Abstract The argument against innatism at the heart of Cognitive Gadgets is provocative but premature, and is vitiated by dichotomous thinking, interpretive double standards, and evidence cherry-picking. I illustrate my criticism by addressing the heritability of imitation and mindreading, the relevance of twin studies, and the meaning of cross-cultural differences in theory of mind development. Reaching an integrative understanding of genetic inheritance, plasticity, and learning is a formidable task that demands a more nuanced evolutionary approach.


2012 ◽  
Author(s):  
Steve M. J. Janssen ◽  
Anna Gralak ◽  
Yayoi Kawasaki ◽  
Gert Kristo ◽  
Pedro M. Rodrigues ◽  
...  

2014 ◽  
Author(s):  
Matthew S. Anderson ◽  
Michael K. Lunn ◽  
Ronald W. Wright ◽  
Alicia Limke

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