Repetition Enhances the Musicality of Randomly Generated Tone Sequences

2016 ◽  
Vol 33 (4) ◽  
pp. 509-514 ◽  
Author(s):  
Elizabeth Hellmuth Margulis ◽  
Rhimmon Simchy-Gross
Keyword(s):  
Effect Size ◽  
Large Body ◽  
Test Phase ◽  
Exposure Phase ◽  
Music Training ◽  
Initial Exposure ◽  
Random Sequences ◽  
Aesthetic Experiences ◽  
Subsequent Test

This study investigated the role of repetition on listener response. It tested the hypothesis that repetition, in the form of looping during an exposure phase, would make random sequences of tones sound more musical when rated later during a test phase. In Experiment 1, participants without special music training rated the musicality of random sequences of tones on a Likert-like scale from 1 to 7. Experiment 2 used the highest and lowest rated sequences as stimuli. In an initial exposure phase, participants heard half these sequences presented six times in a loop, and half of them presented only once. In a subsequent test phase, they rated the musicality of each sequence. Sequences that had been repeated were rated as more musical, regardless of whether they had received a high or low musicality rating in Experiment 1, but the effect size was small. These results, although limited in some respects, support a large body of literature pointing to the importance of repetition in aesthetic experiences of music.

scholarly journals Responses to Auditory Feedback Manipulations in Speech May Be Affected by Previous Exposure to Auditory Errors

2021 ◽  
pp. 1-13
Author(s):  
Caroline A. Niziolek ◽  
Benjamin Parrell
Keyword(s):  
Auditory Feedback ◽  
Sensory Feedback ◽  
Exposure Phase ◽  
Compensatory Response ◽  
Initial Exposure ◽  
Subsequent Test ◽  
Speech Output ◽  
Feedback Compensation ◽  
Monosyllabic Words ◽  
Post Hoc

Purpose Speakers use auditory feedback to guide their speech output, although individuals differ in the magnitude of their compensatory response to perceived errors in feedback. Little is known about the factors that contribute to the compensatory response or how fixed or flexible they are within an individual. Here, we test whether manipulating the perceived reliability of auditory feedback modulates speakers' compensation to auditory perturbations, as predicted by optimal models of sensorimotor control. Method Forty participants produced monosyllabic words in two separate sessions, which differed in the auditory feedback given during an initial exposure phase. In the veridical session exposure phase, feedback was normal. In the noisy session exposure phase, small, random formant perturbations were applied, reducing reliability of auditory feedback. In each session, a subsequent test phase introduced larger unpredictable formant perturbations. We assessed whether the magnitude of within-trial compensation for these larger perturbations differed across the two sessions. Results Compensatory responses to downward (though not upward) formant perturbations were larger in the veridical session than the noisy session. However, in post hoc testing, we found the magnitude of this effect is highly dependent on the choice of analysis procedures. Compensation magnitude was not predicted by other production measures, such as formant variability, and was not reliably correlated across sessions. Conclusions Our results, though mixed, provide tentative support that the feedback control system monitors the reliability of sensory feedback. These results must be interpreted cautiously given the potentially limited stability of auditory feedback compensation measures across analysis choices and across sessions. Supplemental Material https://doi.org/10.23641/asha.14167136

Acquisition and Use of Mental Operators: Effects of Type of Practice

2002 ◽  
Vol 49 (2) ◽  
pp. 141-152 ◽  
Author(s):  
Burkhard Müller ◽  
Jürgen Gehrke
Keyword(s):  
Mental Models ◽  
Test Performance ◽  
Physical World ◽  
Test Phase ◽  
Acquisition Phase ◽  
Practice Test ◽  
Subsequent Test ◽  
Use Of Knowledge

Abstract. Planning interactions with the physical world requires knowledge about operations; in short, mental operators. Abstractness of content and directionality of access are two important properties to characterize the representational units of this kind of knowledge. Combining these properties allows four classes of knowledge units to be distinguished that can be found in the literature: (a) rules, (b) mental models or schemata, (c) instances, and (d) episodes or chunks. The influence of practicing alphabet-arithmetic operators in a prognostic, diagnostic, or retrognostic way (A + 2 = ?, A? = C, or ? + 2 = C, respectively) on the use of that knowledge in a subsequent test was used to assess the importance of these dimensions. At the beginning, the retrognostic use of knowledge was worse than the prognostic use, although identical operations were involved (A + 2 = ? vs. ? - 2 = A). This disadvantage was reduced with increased practice. Test performance was best if the task and the letter pairs were the same as in the acquisition phase. Overall, the findings support theories proposing multiple representational units of mental operators. The disadvantage for the retrognosis task was recovered in the test phase, and may be evidence for the importance of the order of events independent of the order of experience.

Don't go with your gut: Exploring the role of motivation in aesthetic experiences.

2019 ◽  
Author(s):  
Christian C. Steciuch ◽  
Ryan D. Kopatich ◽  
Daniel P. Feller ◽  
Amanda M. Durik ◽  
Keith Millis
Keyword(s):  
Aesthetic Experiences

Exploring power in response inhibition tasks using the bootstrap: The impact of number of participants, number of trials, effect magnitude, and study design

2019 ◽  
Author(s):  
Curtis David Von Gunten ◽  
Bruce D Bartholow
Keyword(s):  
Study Design ◽  
Effect Size ◽  
Statistical Power ◽  
Bootstrap Sampling ◽  
Reliable Measure ◽  
Internal Reliability ◽  
The Impact ◽  
Power Analyses ◽  
Effect Magnitude

A primary psychometric concern with laboratory-based inhibition tasks has been their reliability. However, a reliable measure may not be necessary or sufficient for reliably detecting effects (statistical power). The current study used a bootstrap sampling approach to systematically examine how the number of participants, the number of trials, the magnitude of an effect, and study design (between- vs. within-subject) jointly contribute to power in five commonly used inhibition tasks. The results demonstrate the shortcomings of relying solely on measurement reliability when determining the number of trials to use in an inhibition task: high internal reliability can be accompanied with low power and low reliability can be accompanied with high power. For instance, adding additional trials once sufficient reliability has been reached can result in large gains in power. The dissociation between reliability and power was particularly apparent in between-subject designs where the number of participants contributed greatly to power but little to reliability, and where the number of trials contributed greatly to reliability but only modestly (depending on the task) to power. For between-subject designs, the probability of detecting small-to-medium-sized effects with 150 participants (total) was generally less than 55%. However, effect size was positively associated with number of trials. Thus, researchers have some control over effect size and this needs to be considered when conducting power analyses using analytic methods that take such effect sizes as an argument. Results are discussed in the context of recent claims regarding the role of inhibition tasks in experimental and individual difference designs.

scholarly journals The MAL Protein, an Integral Component of Specialized Membranes, in Normal Cells and Cancer

Cells ◽  
2021 ◽  
Vol 10 (5) ◽  
pp. 1065
Author(s):  
Armando Rubio-Ramos ◽  
Leticia Labat-de-Hoz ◽  
Isabel Correas ◽  
Miguel A. Alonso
Keyword(s):  
Epithelial Cells ◽  
Large Body ◽  
Original Description ◽  
Cell Types ◽  
Future Research ◽  
Transmembrane Segments ◽  
Epsilon Toxin ◽  
Proteolipid Proteins ◽  
Polarized Epithelial Cells

The MAL gene encodes a 17-kDa protein containing four putative transmembrane segments whose expression is restricted to human T cells, polarized epithelial cells and myelin-forming cells. The MAL protein has two unusual biochemical features. First, it has lipid-like properties that qualify it as a member of the group of proteolipid proteins. Second, it partitions selectively into detergent-insoluble membranes, which are known to be enriched in condensed cell membranes, consistent with MAL being distributed in highly ordered membranes in the cell. Since its original description more than thirty years ago, a large body of evidence has accumulated supporting a role of MAL in specialized membranes in all the cell types in which it is expressed. Here, we review the structure, expression and biochemical characteristics of MAL, and discuss the association of MAL with raft membranes and the function of MAL in polarized epithelial cells, T lymphocytes, and myelin-forming cells. The evidence that MAL is a putative receptor of the epsilon toxin of Clostridium perfringens, the expression of MAL in lymphomas, the hypermethylation of the MAL gene and subsequent loss of MAL expression in carcinomas are also presented. We propose a model of MAL as the organizer of specialized condensed membranes to make them functional, discuss the role of MAL as a tumor suppressor in carcinomas, consider its potential use as a cancer biomarker, and summarize the directions for future research.

scholarly journals Different Impact of Perceptual Fluency and Schema Congruency on Sustainable Learning

2021 ◽  
Vol 13 (13) ◽  
pp. 7040
Author(s):  
Beat Meier ◽  
Michèle C. Muhmenthaler
Keyword(s):  
Recognition Memory ◽  
Cognitive Conflict ◽  
Test Phase ◽  
Perceptual Fluency ◽  
Study Phase ◽  
Desirable Difficulties ◽  
Design Learning ◽  
Cognition And Learning ◽  
Incorrect Information

Perceptual fluency, that is, the ease with which people perceive information, has diverse effects on cognition and learning. For example, when judging the truth of plausible but incorrect information, easy-to-read statements are incorrectly judged as true while difficult to read statements are not. As we better remember information that is consistent with pre-existing schemata (i.e., schema congruency), statements judged as true should be remembered better, which would suggest that fluency boosts memory. Another line of research suggests that learning information from hard-to-read statements enhances subsequent memory compared to easy-to-read statements (i.e., desirable difficulties). In the present study, we tested these possibilities in two experiments with student participants. In the study phase, they read plausible statements that were either easy or difficult to read and judged their truth. To assess the sustainability of learning, the test phase in which we tested recognition memory for these statements was delayed for 24 h. In Experiment 1, we manipulated fluency by presenting the statements in colors that made them easy or difficult to read. In Experiment 2, we manipulated fluency by presenting the statements in font types that made them easy or difficult to read. Moreover, in Experiment 2, memory was tested either immediately or after a 24 h delay. In both experiments, the results showed a consistent effect of schema congruency, but perceptual fluency did not affect sustainable learning. However, in the immediate test of Experiment 2, perceptual fluency enhanced memory for schema-incongruent materials. Thus, perceptual fluency can boost initial memory for schema-incongruent memory most likely due to short-lived perceptual traces, which are cropped during consolidation, but does not boost sustainable learning. We discuss these results in relation to research on the role of desirable difficulties for student learning, to effects of cognitive conflict on subsequent memory, and more generally in how to design learning methods and environments in a sustainable way.

scholarly journals Role of Matrix Gla Protein in the Complex Network of Coronary Artery Disease: A Comprehensive Review

Life ◽  
2021 ◽  
Vol 11 (8) ◽  
pp. 737
Author(s):  
Marko Kumric ◽  
Josip A. Borovac ◽  
Tina Ticinovic Kurir ◽  
Dinko Martinovic ◽  
Ivan Frka Separovic ◽  
...  
Keyword(s):  
Coronary Artery Disease ◽  
Coronary Artery ◽  
Complex Network ◽  
Vascular Calcification ◽  
Vitamin K ◽  
Clinical Decision Making ◽  
Large Body ◽  
Matrix Gla Protein ◽  
Artery Disease

Coronary artery disease (CAD) is widely recognized as one of the most important clinical entities. In recent years, a large body of accumulated data suggest that coronary artery calcification, a process highly prevalent in patients with CAD, occurs via well-organized biologic processes, rather than passively, as previously regarded. Matrix Gla protein (MGP), a vitamin K-dependent protein, emerged as an important inhibitor of both intimal and medial vascular calcification. The functionality of MGP hinges on two post-translational modifications: phosphorylation and carboxylation. Depending on the above-noted modifications, various species of MGP may exist in circulation, each with their respective level of functionality. Emerging data suggest that dysfunctional species of MGP, markedly, dephosphorylated-uncarboxylated MGP, might find its application as biomarkers of microvascular health, and assist in clinical decision making with regard to initiation of vitamin K supplementation. Hence, in this review we summarized the current knowledge with respect to the role of MGP in the complex network of vascular calcification with concurrent inferences to CAD. In addition, we discussed the effects of warfarin use on MGP functionality, with concomitant implications to coronary plaque stability.

The Role of Emergent Bilingualism in the Development of Morphological Awareness in Arabic and Hebrew

2016 ◽  
Vol 59 (4) ◽  
pp. 797-809 ◽  
Author(s):  
Mila Schwartz ◽  
Haitham Taha ◽  
Hanan Assad ◽  
Ferdos Khamaisi ◽  
Zohar Eviatar
Keyword(s):  
Morphological Awareness ◽  
Home Language ◽  
Linguistic Features ◽  
Initial Exposure ◽  
Word Structure ◽  
Arabic Speakers ◽  
Semitic Language ◽  
Target Languages ◽  
Linguistic Transfer

Purpose The purpose of the present study was to investigate the role of dual language development and cross-linguistic influence on morphological awareness in young bilinguals' first language (L1) and second language (L2). We examined whether (a) the bilingual children (L1/L2 Arabic and L1/L2 Hebrew) precede their monolingual Hebrew- or Arabic-speaking peers in L1 and L2 morphological awareness, and (b) 1 Semitic language (Arabic) has cross-linguistic influence on another Semitic language (Hebrew) in morphological awareness. Method The study sample comprised 93 six-year-old children. The bilinguals had attended bilingual Hebrew−Arabic kindergartens for 1 academic year and were divided into 2 groups: home language Hebrew (L1) and home language Arabic (L1). These groups were compared to age-matched monolingual Hebrew speakers and monolingual Arabic speakers. We used nonwords similar in structure to familiar words in both target languages, representing 6 inflectional morphological categories. Results L1 Arabic and L1 Hebrew bilinguals performed significantly better than Arabic- and Hebrew-speaking monolinguals in the respective languages. Differences were not found between the bilingual groups. We found evidence of cross-linguistic transfer of morphological awareness from Arabic to Hebrew in 2 categories−bound possessives and dual number−probably because these categories are more salient in Palestinian Spoken Arabic than in Hebrew. Conclusions We conclude that children with even an initial exposure to L2 reveal acceleration of sensitivity to word structure in both of their languages. We suggest that this is due to the fact that two Semitic languages, Arabic and Hebrew, share a common core of linguistic features, together with favorable contextual factors and instructional factors.

Reciprocal Teaching: A Review of the Research

1994 ◽  
Vol 64 (4) ◽  
pp. 479-530 ◽  
Author(s):  
Barak Rosenshine ◽  
Carla Meister
Keyword(s):  
Standardized Tests ◽  
Effect Size ◽  
Cognitive Strategies ◽  
Reciprocal Teaching ◽  
Future Research ◽  
Journal Articles ◽  
Unpublished Studies ◽  
Comprehension Tests

Reciprocal teaching is an instructional procedure designed to teach students cognitive strategies that might lead to improved reading comprehension. The learning of cognitive strategies such as summarization, question generation, clarification, and prediction is supported through dialogue between teacher and students as they attempt to gain meaning from text. This article is a review of sixteen studies on reciprocal teaching, which include published studies found in journal articles and unpublished studies indexed in Dissertation Abstracts International. All the studies included in this review were quantitative in methodology. When standardized tests were used to assess comprehension, the median effect size, favoring reciprocal teaching, was .32. When experimenter-developed comprehension tests were used, the median effect size was .88. We also discuss the role of cognitive strategies in enhancing comprehension, the strategies that were most helpful, instructional approaches for teaching cognitive strategies, the quality of the dialogue during reciprocal teaching, and suggestions for future research and practice.

Sign in / Sign up

Export Citation Format

Share Document