Discrimination of Pitch: Suggestions toward Method and Procedure

Harris, J. Donald

doi:10.2307/1417151

Cited by 46 publications

(29 citation statements)

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“…The tendency for S to use the categories of judgment with equal frequency seems particularly apparent with absolute judgments (Parducci, 1965). However, it is also suggested by experiments with comparative judgments (Harris, 1948).…”

Section: A Frequency Modelmentioning

confidence: 92%

Interference with memory for lifted weight

Parducci

Marshall

Degner

1966

Perception & Psychophysics

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Section: A Frequency Modelmentioning

confidence: 92%

Interference with memory for lifted weight

Parducci

Marshall

Degner

1966

Perception & Psychophysics

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“…For example, in auditory frequency discrimination tasks, performance is usually assessed around a reference, with every trial typically containing either a single stimulus around (a little below or above) a fixed frequency or two stimuli, one of which (the reference) has this fixed frequency (e.g. Harris 1948;Watson et al 1975Watson et al , 1976Demany 1985;Botte 1995;Irvine et al 2000). Similarly, in typical methods for assessing other basic auditory (e.g.…”

Section: What Does Traditional Psychophysics Measure?mentioning

confidence: 99%

Reverse hierarchies and sensory learning

Ahissar

Nahum

Nelken

et al. 2008

Phil. Trans. R. Soc. B

260

252

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Revealing the relationships between perceptual representations in the brain and mechanisms of adult perceptual learning is of great importance, potentially leading to significantly improved training techniques both for improving skills in the general population and for ameliorating deficits in special populations. In this review, we summarize the essentials of reverse hierarchy theory for perceptual learning in the visual and auditory modalities and describe the theory's implications for designing improved training procedures, for a variety of goals and populations.

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“…This probably largely stems from our participants being 'truly naïve', with no prior psychophysical experience. The reported JNDs are based on a 50-to 70-trial assessment session, whereas typically, JNDs are reported for thresholds calculated when performance was stabilized [Clement et al, 1999] or for practiced individuals [Wier et al, 1977;Harris, 1948]. Since we are far from understanding the plasticity processes which occur during the first few hundred practice trials, of which a large portion may be sensory [Ahissar and Hochstein, 1997], and we were interested in naïve performance, we report these thresholds.…”

Section: Frequency Discrimination As a Basis For Classification To Sumentioning

confidence: 99%

Poor Frequency Discrimination Probes Dyslexics with Particularly Impaired Working Memory

2004

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Substantial difficulties in performing simple auditory discriminations were previously found in some individuals with a specific reading disability but not in others. This high variability in psychoacoustic performance raises the question of whether this difficulty is related to the reading deficit. Addressing this question, we compared adult dyslexics with and without difficulty in simple auditory discriminations, using 2-tone frequency discrimination as our probe. The distribution of their frequency discrimination scores was bimodal. On this basis, we divided our participants into subgroups having either poor or adequate psychoacoustic performance. Only dyslexics with poor psychoacoustic scores had significantly impaired verbal working memory compared to their matched controls. Furthermore, and only in this subgroup, working memory scores were correlated with both cognitive abilities and reading-related tasks. Consistent with the hypothesis that in this subgroup poor working memory impedes performance in a broad range of academically related tasks, we found that the majority of dyslexics in this subgroup had more extensive academic difficulties and consequently needed special support in schools. We propose that dyslexics with poor psychoacoustic abilities form a distinct subtype of dyslexia in which the core deficit is not specific to phonological components. For these individuals, poor verbal working memory may be the main impediment to success in academic environments.

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Discrimination of Pitch: Suggestions toward Method and Procedure

Cited by 46 publications

References 0 publications

Interference with memory for lifted weight

Interference with memory for lifted weight

Reverse hierarchies and sensory learning

Poor Frequency Discrimination Probes Dyslexics with Particularly Impaired Working Memory

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