The epistemic force of perceptual experience

What is the metaphysical nature of perceptual experience? What evidence does experience provide us with? These questions are typically addressed in isolation. In order to make progress in answering both questions, perceptual experience needs to be studied in an integrated manner. I develop a unified account of the phenomenological and epistemological role of perceptual experience, by arguing that sensory states provide perceptual evidence due to their metaphysical structure. More specifically, I argue that sensory states are individuated by the perceptual capacities employed and that there is an asymmetric dependence between their employment in perception and their employment in hallucination and illusion. Due to this asymmetric dependence, sensory states provide us with evidence.     

Memory for surface features of unfamiliar melodies: independent effects of changes in pitch and tempo

A melody’s identity is determined by relations between consecutive tones in terms of pitch and duration, whereas surface features (i.e., pitch level or key, tempo, and timbre) are irrelevant. Although surface features of highly familiar recordings are encoded into memory, little is known about listeners’ mental representations of melodies heard once or twice. It is also unknown whether musical pitch is represented additively or interactively with temporal information. In two experiments, listeners heard unfamiliar melodies twice in an initial exposure phase. In a subsequent test phase, they heard the same (old) melodies interspersed with new melodies. Some of the old melodies were shifted in key, tempo, or key and tempo. Listeners’ task was to rate how well they recognized each melody from the exposure phase while ignoring changes in key and tempo. Recognition ratings were higher for old melodies that stayed the same compared to those that were shifted in key or tempo, and detrimental effects of key and tempo changes were additive in between-subjects (Experiment 1) and within-subjects (Experiment 2) designs. The results confirm that surface features are remembered for melodies heard only twice. They also imply that key and tempo are processed and stored independently.     

The Effect of Mindfulness-based Programs on Cognitive Function in Adults: A Systematic Review and Meta-analysis

Neuropsychology Review - Mindfulness-based programs (MBPs) are increasingly utilized to improve mental health. Interest in the putative effects of MBPs on cognitive function is also growing. This...     

Liking for happy- and sad-sounding music: Effects of exposure

We examined liking for happy- and sad-sounding music as a function of exposure, which varied both in quantity (number of exposures) and in quality (focused or incidental listening). Liking ratings were higher for happy than for sad music after focused listening, but similar after incidental listening. In the incidental condition, liking ratings increased linearly as a function of exposure. In the focused condition, liking ratings were an inverted U-shaped function of exposure, with initial increases in liking (after 2 exposures) followed by decreases (after 8 or 32 exposures). The results documented that: (1) sad music is liked as much as happy music in some instances; (2) frequency of exposure causes both familiarity (positive) and over-familiarity (negative) effects; and (3) effects of exposure on liking differ for focused and incidental listening.     

Active Reading Procedures for Moderating the Effects of Poor Highlighting

We investigated two active reading techniques intended to eliminate the negative effect on reading comprehension of preexisting, inappropriate highlighting. College students read passages in three highlighting conditions: no highlighting, appropriate highlighting, and inappropriate highlighting. In Experiment 1, 30 students read the passages while using a finger as if it were a highlighter. In Experiment 2, another 30 students used blue highlighters while reading the passages. The results showed that both using a finger as a highlighter and using a blue highlighter eliminated previously documented negative effects of preexisting, inappropriate highlighting. Further, metacomprehension was poor in the presence of inappropriate highlighting.