University at Buffalo, State University of New York, 206-B Park Hall, Buffalo, NY, 14226, USA.
University at Buffalo, State University of New York, 226 Park Hall, Buffalo, NY, 14226, USA.
Psychon Bull Rev. 2019 Jun;26(3):967-973. doi: 10.3758/s13423-018-1535-5.
We report an experiment that tested the flexibility of sensorimotor learning in sequence production. Nonpianists and pianists learned simple melodies by ear under one of two auditory feedback conditions: one with normal pitch mapping (higher pitches to the right) and one with an inverted (reversed) mapping. After learning, both groups played melodies from memory while experiencing each feedback condition. Both groups exhibited sensorimotor learning and produced fewer errors at test while hearing the feedback used during training as opposed to the alternate feedback condition. However, learning was unstable for pianists who learned melodies with an inverted feedback condition, who produced more errors at test than pianists who learned melodies with normal-pitch mapping. Acquiring musical skill may therefore constrain subsequent sensorimotor flexibility.
我们报告了一项测试序列产生中运动学习灵活性的实验。非钢琴演奏者和钢琴演奏者在两种听觉反馈条件之一下通过听觉学习简单的旋律：一种是正常音高映射（较高的音高在右侧），另一种是反转（颠倒）映射。学习后，两组在记忆中演奏旋律，同时体验每种反馈条件。与其他反馈条件相比，两组在听到训练中使用的反馈时，在测试中产生的错误较少，表明都产生了运动学习。然而，对于在反转反馈条件下学习旋律的钢琴演奏者来说，学习并不稳定，他们在测试中产生的错误比在正常音高映射下学习旋律的钢琴演奏者多。因此，获得音乐技能可能会限制随后的运动学习灵活性。
