Vocal Melody: Developmental perspectives on perception and memory

声乐旋律：感知和记忆的发展视角

• 批准号: 9956-2013
• 负责人: Trehub, Sandra
• 金额: $ 3.42万
• 依托单位: University of Toronto
• 依托单位国家: 加拿大
• 项目类别: Discovery Grants Program - Individual
• 财政年份: 2015
• 资助国家: 加拿大
• 起止时间: 2015-01-01 至 2016-12-31
• 项目状态: 已结题
• 来源: https://www.nserc-crsng.gc.ca/ase-oro/Details-Detailles_eng.asp?id=568691
• 关键词: Vocal; Melody; Developmental; perspectives; perception

The present research is concerned with vocal melody in music and speech, especially its effect on perception and memory. Although the voice is the oldest and most widely used musical instrument, it is rarely used in studies of music cognition. However, we recently found that adults remembered melodies better when sung to the syllable "la" than when presented instrumentally. An important goal of the proposed research is to ascertain the factors that underlie the vocal advantage and the generality of this advantage across age and background. We will determine whether experienced musicians have instrument-specific as well as vocal advantages. Because of autistic individuals' diminished brain and behavioral responses to voices, vocal presentation may have no consequences or adverse consequences on memory for melodies. Age-related changes in the salience of the voice may generate differential consequences of vocal and instrumental presentation. We have developed suitable adaptations of the adult memory-for-melody task for use with infants, preschoolers, school-age children, and special populations. We demonstrated that adults remember melodies better when presented vocally rather than instrumentally, but others demonstrated less precise pitch perception for isolated vocal tones than for instrumental tones. We will document age-related changes in the detection of pitch deviations in familiar melodies sung with words, sung to"la" or presented instrumentally. Interfering effects of words are likely to be greater at younger ages. Melodies are also relevant to speech processing. Some statements (It's raining.) and questions (It's raining?) are distinguished primarily by their melodic patterns or intonation. We will explore age-related changes in the identification of statements and questions from melodic patterns in adult- and child-directed styles of speech. Findings of the proposed research may necessitate revised assumptions and practices in studies of music cognition. The findings will also shed light on factors that influence evaluative and interpretive decisions in music and speech.

本研究关注音乐和言语中的声乐旋律，特别是声乐旋律对知觉和记忆的影响。声音是最古老、使用最广泛的乐器，但在音乐认知研究中却很少使用。然而，我们最近发现，成年人在唱“la”音节时比用乐器演奏时更能记住旋律。拟议的研究的一个重要目标是确定的因素，声音优势和这种优势的普遍性，跨年龄和背景。我们将确定是否有经验的音乐家有具体的乐器以及声乐优势。由于自闭症患者对声音的大脑和行为反应减弱，声音呈现可能对旋律的记忆没有影响或产生不良影响。语音的显著性的变化可能会产生不同的后果声乐和器乐介绍。我们已经开发出适合于婴儿、学龄前儿童、学龄儿童和特殊人群的成人旋律记忆任务。我们证明，成年人更好地记住旋律时，提出了声乐，而不是乐器，但其他人表现出不太精确的音高感知孤立的声乐音调比器乐音调。我们将记录与年龄有关的变化，在检测音高偏差熟悉的旋律唱的话，唱“la”或提出的工具。语言的干扰作用在年轻时可能更大。 旋律也与语音处理有关。一些声明（下雨了。）问：（下雨了？）主要通过其旋律模式或音调来区分。我们将探讨与年龄相关的变化，在识别陈述和问题的旋律模式，在成人和儿童为导向的讲话风格。建议的研究结果可能需要修订的假设和实践中的音乐认知研究。研究结果还将揭示影响音乐和演讲中的评估和解释决策的因素。