Auditory feedback and memory for music performance: Sound evidence for an encoding effect

Finney, Steven A.; Palmer, Caroline

doi:10.3758/bf03196082

Cited by 97 publications

(107 citation statements)

References 61 publications

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“…In contrast to the present findings, which show similar performance regardless of whether participants were exposed to sound at the beginning of the session, Finney and Palmer (2003) found that exposure to sound during encoding facilitated retrieval of melodies. Thus, the current results suggest that disruption can occur even without the facilitating influence of sound during learning.…”

Section: Resultscontrasting

confidence: 99%

“…Experiments 1 and 2 confirm the results of past experiments (Finney, 1997;Finney & Palmer, 2003;Pfordresher, 2003a;Pfordresher & Palmer, in press;Repp, 1999): Disruption occurred when pitches repeated previously planned events but not when pitches were selected randomly or were absent. Experiments 3-5 further explore similarity between produced and perceived sequences to demonstrate that disruption scales with similarity, defined at multiple hierarchical levels between produced and perceived sequences.…”

Section: Discussionsupporting

confidence: 79%

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Auditory Feedback in Music Performance: The Role of Melodic Structure and Musical Skill.

Pfordresher¹

2005

Journal of Experimental Psychology: Human Perception and Perfor

116

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Five experiments explored whether fluency in musical sequence production relies on matches between the contents of auditory feedback and the planned outcomes of actions. Participants performed short melodies from memory on a keyboard while musical pitches that sounded in synchrony with each keypress (feedback contents) were altered. Results indicated that altering pitch contents can disrupt production, but only when altered pitches form a sequence that is structurally similar to the planned sequence. These experiments also addressed the role of musical skill: Experiments 1 and 3 included trained pianists; other experiments included participants with little or no musical training. Results were similar across both groups with respect to the disruptive effects of auditory feedback manipulations. These results support the idea that a common hierarchical representation guides sequences of actions and the perception of event sequences and that this coordination is not acquired from learned associations formed by musical skill acquisition.

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Section: Resultscontrasting

confidence: 99%

Section: Discussionsupporting

confidence: 79%

Auditory Feedback in Music Performance: The Role of Melodic Structure and Musical Skill.

Pfordresher¹

2005

Journal of Experimental Psychology: Human Perception and Perfor

116

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“…He hypothesized that experienced musicians were better able to chunk and name musical patterns and that both musicians and nonmusicians rely initially on visual cues but musicians are able to chunk the stimuli in more accurate representations. Reduced impairment from musical suppression is consistent with an improved-chunking interpretation; the ability to form an accurate auditory representation from visual presentation increases with musical experience, a finding documented in many paradigms (Finney & Palmer, 2003;Highben & Palmer, 2004). Whether other relevant factors alter with musical experience, such as sensitivity to pitch distinctiveness (Cowan, et al, 2001) or ability to rehearse an auditory image independently of presentation modality (Keller, Cowan, & Saults, 1995),…”

Section: Discussionmentioning

confidence: 71%

Suppression effects on musical and verbal memory

Schendel

Palmer

2007

Memory & Cognition

Self Cite

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“…For instance, human performance of a piece of music relies on auditory feedback signals that are used by the cerebellum to correct motor errors (Zatorre et al, 2007;Kraus and Chandrasekaran, 2010). If feedback is absent or is manipulated, performance deteriorates (Finney and Palmer, 2003;Pfordresher, 2003). Similar principles seem to hold in the replay of visual sequences.…”

Section: Feedback Correction In Learned Sequencesmentioning

confidence: 81%

Networks that learn the precise timing of event sequences

Veliz-Cuba

Shouval²,

Josić

et al. 2015

J Comput Neurosci

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Neuronal circuits can learn and replay firing patterns evoked by sequences of sensory stimuli. After training, a brief cue can trigger a spatiotemporal pattern of neural activity similar to that evoked by a learned stimulus sequence. Network models show that such sequence learning can occur through the shaping of feedforward excitatory connectivity via long term plasticity. Previous models describe how event order can be learned, but they typically do not explain how precise timing can be recalled. We propose a mechanism for learning both the order and precise timing of event

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Auditory feedback and memory for music performance: Sound evidence for an encoding effect

Cited by 97 publications

References 61 publications

Auditory Feedback in Music Performance: The Role of Melodic Structure and Musical Skill.

Auditory Feedback in Music Performance: The Role of Melodic Structure and Musical Skill.

Suppression effects on musical and verbal memory

Networks that learn the precise timing of event sequences

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