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Incidental and online learning of melodic structure

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Incidental and online learning of melodic structure. / Rohrmeier, Martin; Rebuschat, Patrick; Cross, Ian.
In: Consciousness and Cognition, Vol. 20, No. 2, 06.2011, p. 214-222.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Rohrmeier, M, Rebuschat, P & Cross, I 2011, 'Incidental and online learning of melodic structure', Consciousness and Cognition, vol. 20, no. 2, pp. 214-222. https://doi.org/10.1016/j.concog.2010.07.004

APA

Rohrmeier, M., Rebuschat, P., & Cross, I. (2011). Incidental and online learning of melodic structure. Consciousness and Cognition, 20(2), 214-222. https://doi.org/10.1016/j.concog.2010.07.004

Vancouver

Rohrmeier M, Rebuschat P, Cross I. Incidental and online learning of melodic structure. Consciousness and Cognition. 2011 Jun;20(2):214-222. doi: 10.1016/j.concog.2010.07.004

Author

Rohrmeier, Martin ; Rebuschat, Patrick ; Cross, Ian. / Incidental and online learning of melodic structure. In: Consciousness and Cognition. 2011 ; Vol. 20, No. 2. pp. 214-222.

Bibtex

@article{02e1a1c5a2d64d38ab7a8a1ed8cfa1d3,
title = "Incidental and online learning of melodic structure",
abstract = "The cognition of music, like that of language, is partly rooted in enculturative processes of implicit and incidental learning. Musicians and nonmusicians alike are commonly found to possess detailed implicit knowledge of musical structure which is acquired incidentally through interaction with large samples of music. This paper reports an experiment combining the methodology of artificial grammar learning with musical acquisition of melodic structure. Participants acquired knowledge of grammatical melodic structures under incidental learning conditions in both experimental and untrained control conditions. Subsequent analysis indicates a large effect of unsupervised online learning in the experimental and control group throughout the course of the testing phase suggesting an effective ongoing learning process. Musicians did not outperform nonmusicians, indicating that musical expertise is not advantageous for the learning of a new, unfamiliar melodic system. Confidence ratings suggest that participants became aware of the knowledge guiding their classification performance despite the incidental learning conditions. (C) 2010 Elsevier Inc. All rights reserved.",
keywords = "INFORMATION, Artificial grammar learning, LANGUAGE, ABSTRACTION, Implicit learning, SUBJECTIVE MEASURES, Music perception, UNCONSCIOUS KNOWLEDGE, JUDGMENT, Unsupervised learning, INFANTS, ARTIFICIAL GRAMMAR, LISTENERS, Melody, RULES, Online-learning effect, Incidental learning",
author = "Martin Rohrmeier and Patrick Rebuschat and Ian Cross",
year = "2011",
month = jun,
doi = "10.1016/j.concog.2010.07.004",
language = "English",
volume = "20",
pages = "214--222",
journal = "Consciousness and Cognition",
issn = "1053-8100",
publisher = "Academic Press Inc.",
number = "2",

}

RIS

TY - JOUR

T1 - Incidental and online learning of melodic structure

AU - Rohrmeier, Martin

AU - Rebuschat, Patrick

AU - Cross, Ian

PY - 2011/6

Y1 - 2011/6

N2 - The cognition of music, like that of language, is partly rooted in enculturative processes of implicit and incidental learning. Musicians and nonmusicians alike are commonly found to possess detailed implicit knowledge of musical structure which is acquired incidentally through interaction with large samples of music. This paper reports an experiment combining the methodology of artificial grammar learning with musical acquisition of melodic structure. Participants acquired knowledge of grammatical melodic structures under incidental learning conditions in both experimental and untrained control conditions. Subsequent analysis indicates a large effect of unsupervised online learning in the experimental and control group throughout the course of the testing phase suggesting an effective ongoing learning process. Musicians did not outperform nonmusicians, indicating that musical expertise is not advantageous for the learning of a new, unfamiliar melodic system. Confidence ratings suggest that participants became aware of the knowledge guiding their classification performance despite the incidental learning conditions. (C) 2010 Elsevier Inc. All rights reserved.

AB - The cognition of music, like that of language, is partly rooted in enculturative processes of implicit and incidental learning. Musicians and nonmusicians alike are commonly found to possess detailed implicit knowledge of musical structure which is acquired incidentally through interaction with large samples of music. This paper reports an experiment combining the methodology of artificial grammar learning with musical acquisition of melodic structure. Participants acquired knowledge of grammatical melodic structures under incidental learning conditions in both experimental and untrained control conditions. Subsequent analysis indicates a large effect of unsupervised online learning in the experimental and control group throughout the course of the testing phase suggesting an effective ongoing learning process. Musicians did not outperform nonmusicians, indicating that musical expertise is not advantageous for the learning of a new, unfamiliar melodic system. Confidence ratings suggest that participants became aware of the knowledge guiding their classification performance despite the incidental learning conditions. (C) 2010 Elsevier Inc. All rights reserved.

KW - INFORMATION

KW - Artificial grammar learning

KW - LANGUAGE

KW - ABSTRACTION

KW - Implicit learning

KW - SUBJECTIVE MEASURES

KW - Music perception

KW - UNCONSCIOUS KNOWLEDGE

KW - JUDGMENT

KW - Unsupervised learning

KW - INFANTS

KW - ARTIFICIAL GRAMMAR

KW - LISTENERS

KW - Melody

KW - RULES

KW - Online-learning effect

KW - Incidental learning

U2 - 10.1016/j.concog.2010.07.004

DO - 10.1016/j.concog.2010.07.004

M3 - Journal article

VL - 20

SP - 214

EP - 222

JO - Consciousness and Cognition

JF - Consciousness and Cognition

SN - 1053-8100

IS - 2

ER -