The Cognitive Process of Musical Pitch by Absoluute-Pitch Listeners

绝对音高听众对音乐音高的认知过程

• 批准号: 09610073
• 负责人: MIYAZAKI Ken'ichi
• 金额: $ 0.38万
• 依托单位: Niigata University
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 1997
• 资助国家: 日本
• 起止时间: 1997 至 1998
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-09610073/
• 关键词: Absolute Pitch; Musical Pitch; Relative Pitch; Melody Recognition; Tonality; 音楽知覚; 音楽経験; 音楽能力

Absolute pitch (NP) is referred to as the faculty for identifying or producing musical pitch without recourse to any reference tones, and is believed to be highly advantageous in various musical activities. For example, by using AP, its possessors are presumably able to hear in mind pitches of notes presented in notation and to produce them very accurately. In spite of such advantages, it is suspected that AP acquired in early childhood can inhibit full development of relative pitch, and some NP possessors who have a tendency to rely on AP may fail to recognise pitch relations in certain situations. The present experiment was conducted to reveal such a possible disadvantageous aspect of Al? using music students in Poland and Japan as participants. Subjects heard a standard melody presented visually in notation and a comparison melody presented auditorily and judged whether these two melodies were same or different. The standard melody was always notated in the G major key and the comparison melody was presented in either the G major, out-of-tune E major, or F#ﾟC major key. The results showed that subjects lacking Al? performed equally well in every key condition as expected from the principle of equivalence under transposition. In contrast, a considerable number of subjects with Al? showed a marked decline in performance when the comparison melodies were presented in the transposed key contexts. This finding suggests that AP listeners may have difficulty in recognising pitch relations in melodies.

绝对音高（NP）是指在不依赖于任何参考音调的情况下识别或产生音高的能力，并且被认为在各种音乐活动中非常有利。例如，通过使用AP，它的拥有者大概能够在脑海中听到以符号表示的音符的音高，并非常准确地产生它们。尽管有这些优势，但人们怀疑，在儿童早期获得的AP可以抑制相对音高的全面发展，并且一些倾向于依赖AP的NP拥有者可能无法在某些情况下识别音高关系。本实验进行揭示这样一个可能的不利方面的铝？以波兰和日本的音乐学生为参与者。受试者听到一个标准的旋律在视觉上表示的符号和一个比较的旋律，并判断这两个旋律是相同还是不同。标准旋律总是以G大调标注，而比较旋律则以G大调、走调的E大调或F#C大调呈现。结果表明，受试者缺乏铝？在每个关键条件下的表现都同样好，正如换位下的等效原理所预期的那样。与此相反，相当数量的科目与铝？当比较旋律出现在变调的调上下文中时，表现出明显的下降。这一发现表明，AP听众可能难以识别旋律中的音高关系。