Skill acquisition in music performance: relations between planning and temporal control

We investigated the acquisition of music performance skills in novice and expert pianists. Temporal disruptions in novice performances coincided with constraints in planning capacities. Child and adult pianists ranging in age (9-26 years), training (3-15 years) and sight-reading ability learned to perform a novel musical piece in eleven practice trials. Computer-detected pitch and timing errors revealed: (1) gradual improvements in performance tempo and pitch accuracy with skill level and practice, generally fitting a power function; (2) a relative-timing/pitch accuracy trade-off and high incidence of simultaneous pitch/time errors; (3) improvements in relative timing (temporal continuity, underlying beat, metrical structure) with skill and practice; and (4) increased anticipatory behavior and a greater range of planning with skill and practice. A strong positive relationship between the mastery of temporal constraints and planning abilities within performance suggests that these two cognitive indicators are closely related and may arise from segmentation processes during performance. Examination of sequence timing may explicate planning abilities that underlie many complex skills.     

The development of rhythmic attending in auditory sequences: attunement, referent period, focal attending

This paper is divided into three sections. The first section is theoretical; it extends Dynamic Attending Theory (Jones, M. R. Psychological Review 83 (1976) 323; Jones, M. R. Perception and Psychophysics 41(6) (1987) 631; Jones, M. R. Psychomusicology 9(2) (1990) 193; Jones, M. R., & Boltz, M. Psychological Review 96(3) (1989) 459) to developmental questions concerning tempo and time hierarchies. Generally Dynamic Attending Theory proposes that, when listening to a complex auditory sequence, listeners spontaneously focus on events occurring at an intermediate rate (the referent level), and they then may shift attention to events occurring over longer or shorter time spans, that is at lower (faster) or higher (slower) hierarchical levels (focal attending). The second section of the paper is experimental. It examines maturational changes of three dynamic attending activities involving referent period and level, attunement, and focal attending. Tasks involve both motor tapping (including spontaneous motor tempo and synchronization with simple sequences and music) and tempo discrimination. We compare performances by 4-, 6-, 8-, and 10-year-old children and adults, with or without musical training. Results indicate three changes with increased age and musical training: (1) a slowing of the mean spontaneous tapping rate (a reflection of the referent period) and mean synchronization rate (a reflection of the referent level), (2) enhanced ability to synchronize tapping and discriminate tempo (improved attunement), and (3) an enlarged range of tapping rates towards slower rates and higher hierarchical levels (improved focal attending). A final section considers results in light of the theory proposed here. It is suggested that growth trends can be expressed in terms of listeners' engagement of slower attending oscillators with age and experience, accompanied by the passage from the initial use of a single oscillator towards the coupling of multiple oscillators.     

A simulation laboratory for statistics

In this paper, we describe a general purpose data simulator, Datasim, which is useful for anyone conducting computer-based laboratory assignments in statistics. Simulations illustrating sampling distributions, the central limit theorem, Type I and Type II decision errors, the power of a test, the effects of violating assumptions, and the distinction between orthogonal and non-orthogonal contrasts are discussed. Simulations illustrating other statistical concepts—partial correlation, regression to the mean, heteroscedasticity, the partitioning of error terms in splitplot designs, and so on—can be developed easily. Simulations can be assigned as laboratory exercises, or the instructor can execute the simulations during class, integrate the results into an ongoing lecture, and use the results to initiate class discussion of the relevant statistical concepts.     

An interactive data-generating and answer-correcting system for problems in statistics

A computer-assisted instructional system is described which provides the student with extensive drill and feedback in the application of statistical methods to computer-simulated data. The system consists of three interactive programs that perform the following functions: (1) FILEMAKE creates “source” data for problems in statistics having whatever population characteristics are desired by the instructor; (2) DATASET generates unique data for each student by performing a random modification, based on sampling theory, of the source data; and (3) CORRECT corrects each student’s unique answers to the problem.     

The effects of illumination level and retinal size on the apparent strength of subjective contours

The apparent strength of subjective contours was investigated as a function of illumination level, figure size, and viewing distance. Magnitude estimation, with a real contour standard as the modulus, was used to measure the perceived strength of the illusory contours. It was found that illumination level and retinal size are both powerful determinants of the apparent strength of subjective contours, generating magnitude estimates varying from 20% to 96% of the strength of the real contour modulus. Particularly strong subjective contours were reported for figures of small retinal size (1.2 to 4.8 deg) under very dim illumination (.10 log lx).     

The inability of young children to reproduce intensity differences in musical rhythms

A musical rhythm can be described in terms of both its temporal and its dynamic structure. However, although 6-year-old children are able to perceive and reproduce simple temporal structures, even 8-year-olds rarely reproduce intensity differences. Four experiments on the perception and reproduction of musical rhythms by 5- to 8-year-old children demonstrate that even though dynamic structure is clearly dominated by its temporal support, intensity differences play a role in reinforcing the temporal structure. The inability of children to reproduce intensity differences appears to be due neither to an inability to control the intensity of their tap responses nor to the fact that they cannot perceive such changes in intensity. Rather, the results seem best interpreted in terms of the allocation of attentional resources. With simple stimulus material (Experiments 1-3), the children focused on temporal information, and only when the processing of temporal information was mastered did they have "enough attention left" to direct it to intensity differences (Experiment 2). With more complex orchestral music (Experiment 4), attention was primarily allocated to the dynamic structure.     

Myrdal's Prediction

In An American Dilemma: The Negro Problem and Modern Democracy , Gunnar Myrdal (1944 ) argued that white Americans were caught in a dilemma, torn between their commitment to noble democratic principles—what Myrdal called the American Creed—on the one side, and their belief in the superiority of the white race, on the other. Myrdal was certain that in the struggle between democratic principles and race prejudice, the former would prevail. Prejudice, Myrdal famously predicted, was about to disappear. Acknowledging the considerable progress that has taken place in American race relations over the past 60 years, we show that on this particular point Myrdal was wrong. Contrary to his prediction, prejudice has not disappeared; nor has its political significance diminished. Prejudice remains and its importance for politics depends, today as in Myrdal's time, on political circumstance: on the vicissitudes of history and the actions of leaders.     

The role of neuronal signaling in controlling cerebral blood flow

Well-regulated blood flow within the brain is vital to normal function. The brain's requirement for sufficient blood flow is ensured by a tight link between neural activity and blood flow. The link between regional synaptic activity and regional cerebral blood flow, termed functional hyperemia, is the basis for several modern imaging techniques that have revolutionized the study of human brain activity. Here, we review the mechanisms of functional hyperemia and their implications for interpreting the blood oxygen level-dependent (BOLD) contrast signal used in functional magnetic resonance imaging (fMRI).