A brief overview of the workings of the human auditory system is followed by a review of literature concerning both the theories and experimental investigations of human pitch perception. The application of these theories to the inharmonic complex tones produced by bells is discussed, and further experiments using bell sounds are reviewed. A methodology for psychoacoustic experiments with specific reference to those investigating pitch perception of inharmonic complex tones is presented. This methodology is then implemented in an experimental investigation of pitch perception of ringing and chiming bell sounds. A pitch matching experiment using ringing and chiming sounds from four bells aimed to determine perceived pitch differences between ringing and chiming bells. This experiment was inconclusive because insufficient data was collected. Known experimental results, such as the inability of non-musicians to match the pitches of sounds with different timbres were confirmed. Spectral analyses of the stimuli were performed. The presentation of stimuli at a low level of sensation is questioned, as this might have prevented pseudo high frequency noise resulting from stronger upper partials in the ringing sound from being audible, and hence the pitch differences between ringing and chiming bells would not be observed.

The purpose was to measure any statistically significant differences in pitch-matching skills among three classes of third grade students when using either adult male voice, piano, or resonator bells as melodic models for rote instruction of classroom singing. Each class was randomly assigned one of the three melodic models for a ten week treatment phase. Results indicated no significant differences in pitch matching skills between any of the three groups. No significant differences in pitch matching skills were found according to gender of subjects or among class piano students and non-piano students. Findings indicated overall improvement in pitch matching skills of subjects from pre-test to post-test phase.

This study investigated relationships between 36 predictor variables and ensemble pitch and rhythm error discrimination ability. Precollege musical background and other demographic data were collected by means of the Musical Background Questionnaire. Musical achievement was measured by the Aliferis-Stecklein Music Achievement Test, College Midpoint Level. Undergraduate musical coursework data were obtained from transcripts. The criterion variables were measured by the Ramsey-Vincent Test of Instrumental Error Detection; a test of aural-visual pitch and rhythm error discrimination for full-score band music of medium difficulty. All three instruments were administered to 82 undergraduate music students. Subjects represented three Canadian universities and two community colleges. Pearson product-moment correlation tests were used to identify variables significantly related to musical ensemble error discrimination at the .10 level of significance. Eighteen variables were found to be significantly related to ensemble pitch error discrimination. Fourteen variables were found to be significantly related to ensemble rhythm error discrimination. Regression procedures were performed for each of the significant variables. These variables were then organized into blocks representing precollege musical background, other demographic variables, musical achievement, and undergraduate coursework. Regressions were performed for each of the blocks. Musical achievement, precollege musical background, demographic, and undergraduate coursework blocks of variables accounted for 5, 15, 35, and 21 percent of the variance in ensemble pitch error discrimination scores respectively. Musical achievement, precollege musical background, demographic, and undergraduate coursework blocks of variables accounted for 21, 16, 19, and 12 percent of the variance in ensemble rhythm error discrimination scores respectively. Combinations of variables from these blocks produced a linear model comprised of five demographic variables plus precollege choral experience that accounted for 42 percent of the variance in ensemble pitch error discrimination scores. Combinations of variables from the four blocks produced a linear model of ensemble rhythm error discrimination comprised of rhythmic discrimination, choice of a band instrument as one's major performance medium, composition as one's program major, and precollege band or orchestral experience. These four variables accounted for 32 percent of the variance in ensemble rhythm error discrimination scores. The variables selected for use in this study accounted for a substantial portion of the variance in error discrimination scores. To improve the predictive power of future studies, other variables need to be identified and included in the model. Ten conclusions were made regarding the prediction of ensemble error prediction ability. Three recommendations were made for improving error discrimination training and seven recommendations were made for future research in ensemble error discrimination. / Education, Faculty of / Graduate

The perception of musical intervals by musicians can be envisaged as being accomplished in one of two ways. Most musicians appear to have only one method for identifying musical intervals: they directly evaluate the musical interval between two notes. Musicians with absolute pitch (AP) appear to have two methods available for identifying intervals: they can either directly evaluate the musical interval, or they can first identify the two pitches, and then infer the musical interval between them. This study investigated the perception of sequential musical intervals by two groups of musicians, one group with AP and the other without AP. In the first of four experiments, most subjects in both groups were able to name accurately standard sequential musical intervals based on the equal-tempered scale. In the second experiment, most subjects in the AP group were able accurately and consistently to name notes of the equal-tempered scale, whereas subjects without AP were not able to name them consistently or accurately. In the third experiment, 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. This experiment also demonstrated that not all subjects had the same internal pitch reference. In the final and major experiment, subjects identified sequential musical intervals ranging in 20-cent steps from 260 to 540 cents, using the standard musical interval names. Subjects, both with and without AP, appeared to identify the intervals by directly evaluating the musical interval between the two notes, rather than first identifying the two pitches and then inferring the musical interval. One subject in the AP group showed a strong tendency to use the latter method, but only in certain contexts, the reason for which remains unexplained. Although more research is needed for stronger conclusions to be drawn, it appears that most musicians with AP do not use this ability in the identification of sequential musical intervals, relying instead on their sense of relative pitch. / Medicine, Faculty of / Audiology and Speech Sciences, School of / Graduate

No description available.

No description available.

The purpose of this study was to provide, through systematic investigation, empirical data to support or reject the assumption that auditory stimulation by discrete pitches evokes consistent muscle responses in the extrinsic laryngeal muscles. The study was an electromyographic investigation of specific upper and lower extrinsic laryngeal muscles as stimulated by two specific pitch stimuli. The responses were evoked by auditory stimulation, without vocalization. From these findings, it was concluded that a direct relationship exists between specific pitch stimuli and specific extrinsic laryngeal muscle responses. It was concluded that these responses likely exist in the general population.

published_or_final_version / Education / Master / Master of Education

The purpose of the study was to explore whether musicians experience Garner interference among the auditory dimensions of pitch and loudness. Specifically, the study explored whether the dimensions of intonation and loudness, when presented to musicians in a five-note musical pattern, were perceived as integral or separable in nature.

A series of experiments investigate the roles of relational coding and expectancy in memory for melodies. The focus on memory for melodies was motivated by an argument that research on the evolutionary psychology of music cognition would be improved by further research in this area. Melody length and the use of transposition were identified in a literature review as experimental variables with the potential to shed light on the cognitive mechanisms in memory for melodies; similarly, pitch interval magnitude (PIM), melodic contour, metre, and pulse were identified as musical attributes that appear to be processed by memory for melodies. It was concluded that neither previous models of verbal short term memory (vSTM) nor previous models of memory for melodies are unable to satisfactorily explain current findings on memory for melodies. The model of relational memory for melodies that is developed here aims to explain findings from the memory for melodies literature. This model emphasises the relationship between: a) perceptual processes – specifically, a relational coding mechanism which encodes pitch and temporal information in a relational form; b) a short term store; and c) the redintegration of memory traces using schematic and veridical expectancies. The relational coding mechanism, which focuses on pitch and temporal accents (c.f., Jones, 1993), is assumed to be responsible for the salience of contour direction and note length, while the expectancy processes are assumed to be more responsible for the salience of increases in PIM or deviations from the temporal grid. Using a melody discrimination task, with key transposition within-pairs, in which melody length was manipulated, Experiments 1a, 1b, and 2 investigated the assumption that contour would be more reliant on the relational coding mechanism and PIM would be more reliant on expectancy processes. Experiment 1a confirmed this hypothesis using 8 and 16 note folk melodies. Experiment 1b used the same stimuli as Experiment 1a, except that the within-pair order was reversed in order to reduce the influence of expectancy processes. As expected, while contour was still salient under these conditions, PIM was not. Experiment 2 was similar to Experiment 1b, except that it avoided using the original melodies in same trials in order to specifically reduce the influence of veridical expectancy processes. This led to a floor effect. Overall, the results support the explanation of pitch processing in memory for melodies in the model. Experiments 3 and 4 investigated the assumption in the model that temporal processing in memory for melodies was reliant on the relational coding mechanism. Experiment 3 found that, with key transposition within-pairs, there was little difference between pulse alterations (which deviate more from the temporal grid) and metre alterations (which lengthen the note more) in short melodies, but that pulse alterations were more salient than metre alterations in long melodies. Experiment 4 showed that, with tempo transposition within-pairs, metre alterations were more salient than pulse alterations in short melodies, but that there was no difference in salience in long melodies. That metre alterations are more salient than pulse alterations in Experiment 4 strongly suggests that there is relational coding of temporal information, and that this relational coding uses note length to determine the presence of accents, as the model predicts. Experiments 5a and 5b, using a Garner interference task, transposition within-pairs, and manipulations of melody length, investigated the hypothesis derived from the model that pitch and temporal information would be integrated in the relational coding mechanism. Experiment 5b demonstrated an effect of Garner interference from pitch alterations on the discrimination of temporal alterations; Experiment 5a found a weaker effect of Garner interference from pitch alterations on the discrimination of temporal alterations. The presence of Garner interference in these tasks when there was transposition within melody pairs suggests that pitch and temporal information are integrated in the relational coding mechanism, as predicted in the model. Seven experiments therefore provide support for the assumption that a relational coding mechanism and LTM expectancies play a role in the discrimination of melodies. This has implications for other areas of research in music cognition. Firstly, theories of the evolution of music must be able to explain why features of these processing mechanisms could have evolved. Secondly, research into acquired amusia should have a greater focus on differences between perceptual, cognitive, and LTM processing. Thirdly, research into similarities between music processing and language processing would be improved by further research using PIM as a variable. / Doctor of Philosophy (PhD)