Prince Jon B
School of Psychology, Murdoch University, Murdoch, WA, Australia.
Q J Exp Psychol (Hove). 2011 Nov;64(11):2125-52. doi: 10.1080/17470218.2011.573080. Epub 2011 May 23.
A central aim of cognitive psychology is to explain how we integrate stimulus dimensions into a unified percept, but how the dimensions of pitch and time combine in the perception of music remains a largely unresolved issue. The goal of this study was to test the effect of varying the degree of conformity to dimensional structure in pitch and time (specifically, tonality and metre) on goodness ratings and classifications of melodies. The pitches and durations of melodies were either presented in their original order, as a reordered sequence, or replaced with random elements. Musically trained and untrained participants (24 each) rated melodic goodness, attending selectively to the dimensions of pitch, time, or both. Also, 24 trained participants classified whether or not the melodies were tonal, metric, or both. Pitch and temporal manipulations always influenced responses, but participants successfully emphasized either dimension in accordance with instructions. Effects of pitch and time were mostly independent for selective attention conditions, but more interactive when evaluating both dimensions. When interactions occurred, the effect of either dimension increased as the other dimension conformed more to its original structure. Relative main effect sizes (| pitch η(2) - time η(2) |) predicted the strength of pitch-time interactions (pitch × time η(2)); interactions were stronger when main effect sizes were more evenly matched. These results have implications for dimensional integration in several domains. Relative main effect size could serve as an indicator of dimensional salience, such that interactions are more likely when dimensions are equally salient.
认知心理学的一个核心目标是解释我们如何将刺激维度整合为一个统一的知觉，但音高和时间维度在音乐感知中如何结合在很大程度上仍是一个未解决的问题。本研究的目的是测试音高和时间（具体而言，调性和节拍）方面维度结构的符合程度变化对旋律的优劣评分和分类的影响。旋律的音高和时长要么按其原始顺序呈现，要么作为重新排序的序列呈现，要么用随机元素替换。受过音乐训练和未受过音乐训练的参与者（各24名）对旋律的优劣进行评分，分别选择性地关注音高、时间或两者维度。此外，24名受过训练的参与者对旋律是否具有调性、节拍性或两者兼具进行分类。音高和时间操作总是会影响反应，但参与者会根据指示成功地强调其中一个维度。在选择性注意条件下，音高和时间的影响大多是独立的，但在评估两个维度时则更具交互性。当出现交互作用时，一个维度的影响会随着另一个维度与其原始结构的符合程度增加而增强。相对主效应大小（|音高η(2) - 时间η(2)|）预测了音高 - 时间交互作用（音高×时间η(2)）的强度；当主效应大小更均匀匹配时，交互作用更强。这些结果对多个领域的维度整合具有启示意义。相对主效应大小可以作为维度显著性的指标，即当维度同样显著时，交互作用更有可能发生。
