The effects of supervised learning on event-related potential correlates of music-syntactic processing

Guo, Shuang; Koelsch, Stefan

doi:10.1016/j.brainres.2015.01.046

Cited by 14 publications

(21 citation statements)

References 62 publications

(77 reference statements)

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“…As with the MMN, the amplitude of the ERAN does not change when individuals know that a syntactic irregularity is pending. For example, in a supervised learning paradigm [55], individuals were presented 10 times with stimuli similar to those described in Figure 2a (embedded in longer phrases): 5 stimuli were regular and 5 featured a music-syntactically irregular harmony. Participants were always told whether the next stimulus would be regular or irregular.…”

Section: Predictive Processes In the Perception Of Harmonymentioning

confidence: 99%

Predictive Processes and the Peculiar Case of Music

Koelsch

Vuust

Friston

2019

Trends in Cognitive Sciences

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Section: Predictive Processes In the Perception Of Harmonymentioning

confidence: 99%

Predictive Processes and the Peculiar Case of Music

Koelsch

Vuust

Friston

2019

Trends in Cognitive Sciences

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350

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“…The early right anterior negativity (ERAN), which was elicited by deviant chords embedded in chord progression in the same latency range of the ELAN, could reflect syntactic processes in music recognition (Kim, Kim, & Chung, 2011;Koelsch, Gunter, Friederici, & Schroger, 2000;Koelsch, 2009). Repeated exposure to deviant chords in chord sequences did not influence the ERAN magnitude (Guo & Koelsch, 2015), suggesting that short-term experience could not modulate the early evoked responses such as the ERAN. A previous study demonstrated that conditional probabilities in Western music corpus were reflected in the ERAN even in nonmusicians, suggesting that the long-term musical knowledge is acquired by statistical learning (Kim et al, 2011).…”

Section: Introductionmentioning

confidence: 98%

Pitch-class distribution modulates the statistical learning of atonal chord sequences

Daikoku

Yatomi

Yumoto

2016

Brain and Cognition

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a b s t r a c tThe present study investigated whether neural responses could demonstrate the statistical learning of chord sequences and how the perception underlying a pitch class can affect the statistical learning of chord sequences. Neuromagnetic responses to two chord sequences of augmented triads that were presented every 0.5 s were recorded from fourteen right-handed participants. One sequence was a series of 360 chord triplets, each of which consisted of three chords in the same pitch class (clustered pitch-classes sequences). The other sequence was a series of 360 chord triplets, each of which consisted of three chords in different pitch classes (dispersed pitch-classes sequences). The order of the triplets was constrained by a first-order Markov stochastic model such that a forthcoming triplet was statistically defined by the most recent triplet (80% for one; 20% for the other two). We performed a repeated-measures ANOVA with the peak amplitude and latency of the P1m, N1m and P2m. In the clustered pitch-classes sequences, the P1m responses to the triplets that appeared with higher transitional probability were significantly reduced compared with those with lower transitional probability, whereas no significant result was detected in the dispersed pitch-classes sequences. Neuromagnetic significance was concordant with the results of familiarity interviews conducted after each learning session. The P1m response is a useful index for the statistical learning of chord sequences. Domain-specific perception based on the pitch class may facilitate the domain-general statistical learning of chord sequences.

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“…Exposure to random feedback likely increased participants' attention to the task, which may have activated explicit attempts to access tonal knowledge. Some authors have argued that ERAN amplitude increases with task-directed attention 48 , whereas others have shown that the ERAN is relatively stable, and only changes under very specific manipulations of attention [13][14][15][16] . The increase in ERAN amplitude observed in the experimental group might be linked to enhanced attention due to overlap with the N1.…”

Section: Discussionmentioning

confidence: 99%

“…When a pitch falls outside the key of the presented melody, an early negativity is observed in both amusic and control participants 6,10 . This brain response, often called the early right anterior negativity (ERAN), is related to the automatic, non-conscious perception of a tonal hierarchical violation 11,12 (although it can also be modulated in specific circumstances by attention [13][14][15][16] ). In contrast, when amusics are asked to detect these pitch violations, the late positivity (i.e., P3, P300, or P600) typically observed in controls is not observed in amusics 6 .…”

Section: Random Feedback Makes Listeners Tone-deafmentioning

confidence: 99%

Random feedback makes listeners tone-deaf

Vuvan¹,

Zendel²,

Peretz³

2020

Preprint

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The mental representation of pitch structure (tonal knowledge) is a core component of musical experience and is learned implicitly through exposure to music. One theory of congenital amusia (tone deafness) posits that conscious access to tonal knowledge is disrupted, leading to a severe deficit of music cognition. We tested this idea by providing random performance feedback to neurotypical listeners while they listened to melodies for tonal incongruities and had their electrical brain activity monitored. The introduction of random feedback was associated with a reduction of accuracy and confidence, and a suppression of the late positive brain response usually elicited by conscious detection of a tonal violation. These effects mirror the behavioural and neurophysiological profile of amusia. In contrast, random feedback was associated with an increase in the amplitude of the early right anterior negativity, possibly due to heightened attention to the experimental task. This successful simulation of amusia in a normal brain highlights the key role of feedback in learning, and thereby provides a new avenue for the rehabilitation of learning disorders.

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The effects of supervised learning on event-related potential correlates of music-syntactic processing

Cited by 14 publications

References 62 publications

Predictive Processes and the Peculiar Case of Music

Predictive Processes and the Peculiar Case of Music

Pitch-class distribution modulates the statistical learning of atonal chord sequences

Random feedback makes listeners tone-deaf

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