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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.

Acquisition and Generalization of Pitch Probability Profiles

Collett, MEGHAN 14 August 2013 (has links)
Krumhansl (1990) has proposed that our sense of tonality is based, in part, on the perception and internal representation of the hierarchies of pitch class salience in music. It has further been proposed that regularities in pitch patterns may be acquired through statistical learning. To further explore this proposal, we conducted two experiments in which musically untrained participants were exposed to tone sequences generated from one of two pitch profiles: Lydian or Hypophrygian. Tone sequences were randomly generated from event frequency profiles computed by Huron and Veltman (2006), with frequencies converted to probability of occurrence. Exposure trials consisted of 100 sequences generated from one mode for half the participants and from the other mode for the remaining participants. Sequences generated from the unexposed mode appeared in test trials only. Following the exposure trials, testing involved pairing exposed and unexposed tone sequences at each of three levels of distinctiveness. Versions of the tone sequences were constructed to be more or less distinctive following an algorithm described by Smith & Schmuckler (2004). In Experiment 1, participants were asked to record which pair member they preferred and in Experiment 2, participants were asked to record which pair member was more familiar. In both experiments, both groups received the same test pairs. Results of Experiment 1 indicated no preference for any tone sequence type. However, results of Experiment 2 revealed participants had acquired knowledge of the exposed pitch distribution, and were able to generalize to the more distinctive level. The findings support those of Loui, Wessel, and Hudson Kam (2010) in terms of a dissociation between recognition and preference. We suggest this may be due to methodology, stimulus-type and participant strategy. The findings also support Krumhansl (1990), as salient pitches appear to be important in the recognition of pitch probability profiles. / Thesis (Master, Psychology) -- Queen's University, 2013-08-13 16:26:46.099

An exploration of the cerebral lateralisation of musical function /

Wilson, Sarah Jane. January 1996 (has links)
Thesis (Ph. D.)--University of Melbourne, 1997. / Typescript (photocopy). Includes bibliographical references (leaves 533-565).

The development of music concepts in the primary school aged child : a Victorian profile /

McKay-Brown, Lisa. January 1999 (has links)
Thesis (M.Ed.)--University of Melbourne, Faculty of Education, 2000. / Typescript (photocopy). Includes bibliographical references (leaves 163-166).

A review of Jean Piaget's levels of conceptual development with implications for music educators a thesis submitted in partial fulfillment ... for the degree of Master of Music (Music Education) ... /

Alvarez, Barbara Jo. January 1977 (has links)
Thesis (M.M.)--University of Michigan, 1977.

A review of Jean Piaget's levels of conceptual development with implications for music educators a thesis submitted in partial fulfillment ... for the degree of Master of Music (Music Education) ... /

Alvarez, Barbara Jo. January 1977 (has links)
Thesis (M.M.)--University of Michigan, 1977.

Gesture as an Instrument of Music Perception

Gardner, Donald Samuel 12 August 2022 (has links)
No description available.

Bridging the gap: cognitive approaches to musical preference using large datasets

Barone, Michael D. 11 1900 (has links)
Using a large dataset of digital music downloads, this thesis examines the extent to which cognitive-psychology research can generate and predict user behaviours relevant to the distinct fields of computer science and music perception. Three distinct topics are explored. Topic one describes the current difficulties with using large digital music resources for cognitive research and provides a solution by linking metadata through a complex validation process. Topic two uses this enriched information to explore the extent to which extracted acoustic features influence genre preferences considering personality, and mood research; analysis suggests acoustic features which are pronounced in an individual's preferred genre influence choice when selecting less-preferred genres. Topic three examines whether metrics of music listening behaviour can be derived and validated by social psychological research; results support the notion that user behaviours can be derived and validated using an informed psychological background, and may be more useful than acoustic features for a variety of computational music tasks. A primary motivation for this thesis was to approach interdisciplinary music research in two ways: (1) utilize a shared understanding of statistical learning as a theoretical framework underpinning for prediction and interpretation; and (2) by providing resources, and approaches to analysis of "big data" which are experimentally valid, and psychologically useful. The unique strengths of this interdisciplinary approach, and the weaknesses that remain, are then addressed by discussing refined analyses and future directions. / Thesis / Master of Science (MSc) / This thesis examines whether research from cognitive psychology can be used to inform and predict behaviours germane to computational music analysis including genre choice, music feature preference, and consumption patterns from data provided by digital-music platforms. Specific topics of focus include: information integrity and consistency of large datasets, whether signal processing algorithms can be used to assess music preference across multiple genres, and the degree to which consumption behaviours can be derived and validated using more traditional experimental paradigms. Results suggest that psychologically motivated research can provide useful insights and metrics in the computationally focused area of global music consumption behaviour and digital music analysis. Limitations that remain within this interdisciplinary approach are addressed by providing refined analysis techniques for future work.

Evaluating the effects of amplitude envelope manipulation on reducing auditory alarm annoyance

Sreetharan, Sharmila January 2019 (has links)
Auditory alarm annoyance plagues clinicians, which results in alarms desensitization and ultimately affects patient care. Contributing to this problem are the International Electrotechnical Commission (IEC) 60601-1-8 alarms, a standardized set of melodic alarms used to convey information to clinicians in intensive care units. By design, IEC alarms employ flat amplitude (i.e., amplitude invariant) envelopes and are not reflective of naturally occurring sounds with percussive amplitude (i.e., decaying) envelopes. We present a series of three experiments evaluating the effect of amplitude envelope manipulation (i.e., incorporating percussive envelope) on memory and annoyance in IEC alarms synthesized using pure tones (experiment 1), complex tones (experiment 2) and assessing annoyance pre and post memory assessment (experiment 3). For the memory assessment, participants were assigned to learn either the flat alarms or percussive alarms. During the memory assessment, participants were informed of the alarm–referent pairings (study phase), practised identifying alarms (training phase), had a short break, and tested on their ability to identify alarms (evaluation phase). The annoyance assessment was a two alternative forced choice task where participants identified which alarm they perceived to be more annoying from a pair of alarms differing in either envelope-type or alarm-type. Across all experiments there was no difference in alarm learnability between those learning either flat or percussive alarms during the memory assessment. Annoyance assessments revealed that all participants chose the flat alarms to be more annoying than the percussive alarms, independent of the memory assessment condition. These results showcase the potential of using percussive alarms to reduce alarm annoyance without harming learnability, a cost-efficient manipulation. / Thesis / Master of Science (MSc) / Alarms in intensive care units are perceived as annoying, ultimately negatively affecting both clinicians and patients. These alarms are mandated by the International Electrotechnical Commission to have sustained or flat amplitude envelopes (i.e., referring to the change in loudness over time), which does not reflect naturally occurring stimuli that typically have decaying or percussive amplitude envelopes. The current experiments assessed the effect of percussive envelopes on alarm learnability and annoyance. We showed in a series of experiments that there is no difference in learning alarms with flat or percussive envelopes. However, we showed that alarms with percussive envelopes are perceived to be less annoying than alarms with flat envelopes. These results offer one potential solution to reduce alarm annoyance in intensive care units without harming the learnability of these alarms.

"Explaining-Away" Effects in Rule-Learning: Evidence for Generative Probabilistic Inference in Infants and Adults

Dawson, Colin Reimer January 2011 (has links)
The human desire to explain the world is the driving force behind our species' rich history of scientific and technological advancement. The ability of successive generations to build cumulatively on the scientific progress made by their ancestors rests on the ability of individual minds to rapidly assimilate the explanatory models developed by those who came before. But is this explanatory, model-based way of thinking limited to deliberate, conscious cognition, with the larger, unconscious portion of the workings of the mind dependent on simpler mechanisms of association and prediction, or is explanation a more fundamental drive? In this dissertation I explore theoretical, empirical and computational attempts to shed some light on this question. I first present a number of theoretical advantages that model-based learning has over its associative counterparts. I focus particularly on the inferential phenomenon of \emph{explaining away}, which is difficult to account for in a model-free system of learning. Next I review some recent empirical literature which helps to establish just what mechanisms of learning are available to human infants and adults, including a number of findings that suggest that there is more to learning than mere prediction. Among these are a number of experiments suggesting that explaining away occurs in a variety of cognitive domains. Having set the stage, I report a new set of experiments, one with infants and two with adults, along with a related computational model, which provide further evidence for unconscious explaining away, and hence for some for of model-based inference, in the domain of abstract, relational pattern-learning. In particular, I find that when learners are presented with a novel environment of tone sequences, the structure of their initial experience with that environment, and implicitly the model of the environment which best accounts for that experience, influences what kinds of abstract structure can easily be learned later. If indeed learners are able to construct explanatory models of particular domains of experience which are then used to learn the details of each domain, it may undermine claims by some philosophers and cognitive scientists that asymmetries in learning across domains constitutes evidence for an innately modular organization of the mind.

Automated analysis and transcription of rhythm data and their use for composition

Boenn, Georg January 2011 (has links)
No description available.

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