We investigated different levels of age and musical training in relation to subjects' melodic perception in music by testing their ability to perceive a target melody when extremely similar melodies are interpolated between this original melody and its reoccurrence. Participants were sixth graders, eighth graders, young adults, and trained musicians who listened to 16 original melodies, each of which was followed by 8 extremely similar melodies. Two different experiments (A and B) tested different arrangements of mode and meter interpolations. We also asked the adult musicians to specify cognitive strategies for accomplishing the task. Results demonstrated greater accuracy among experienced musicians, yet results show that even young students are capable of remembering and discriminating similar melodies with high accuracy. Written analyses of strategies used by musicians indicated they considered the task extremely difficult and that their past musical training helped with the task; they also indicated that children could not do this task, which was not the case. they are played at different serial positions within sets of highly similar melodies. Since all the melodies in the experiment are quite similar, the study tests the relative interference effects of the passage of time and number of interpolated melodies between the original presentation of the target melody and its appearance in the set of test melodies. We also asked adult musicians to specify cognitive strategies for accomplishing the task and classified responses by frequency of occurrence.The study represents a continuing line of research that was begun more than three decades ago concerning perception and cognition of interpolated melodies (Collings, 1966; Madsen, Collings, McLeod, & Madsen, 1969; Madsen & Staum, 1983; Madsen, 2000; Madsen & Madsen, 2001).Research concerning perception and how subjects are able to remember has been both long and continuous because tonal (musical) memory and discrimination seem to be important (Deutsch, 1972(Deutsch, , 1973(Deutsch, , 1975(Deutsch, , 1979Dowling, 1973;Murdock, 1974;Tanguiane, 1994).
With verbal memory, the detrimental effect of prior learning (proactive interference) and temporally later learning (retroactive interference) are affected by the number of items in a sequence, by the length or amount of time occurring between items, by the length of time between sequence presentation and beginning of recall, and by the number of prior sequences learned (Murdock, 1974). Grouping of information in "chunks" also seems important in verbal memory (Miller, 1956).In tonal memory, there are myriad ways that researchers have investigated memory and interference for isolated tones. Interference for tones seems to be generalized across all octaves (Deutsch, 1973), inhibited by semantic content (Long, 1977), and enhanced by the interpolation of familiar melodies (Dowling, 1973). Memory for tones also seems to be affected by attending to interpolations (Deutsch, 1971), by the similarity and repetitions of tones wit...