Exam III

Question 1

Habituation

Answer 1

E.g. Infants don’t look as long when they have been exposed to an object/stimulus

Question 2

Dishabituation

Answer 2

E.g. Infant will look for a long time if shown something new

Question 3

Conditioned head-turn

Answer 3

Train baby to turn their head every time something new happens

Question 4

Preferential looking

Answer 4

2 different stimuli, looking to see which the baby

Question 5

Prenatal Hearing

Answer 5

Hearing starts at approx. 25 weeks, low pass filter (hear fundamental sounds, not timbre)

Question 6

Infant-directed speech

Answer 6

repetitive, high-pitch, nonsense syllables, exaggerated contour

Question 7

Infant-directed singing

Answer 7

1) Slower
2) High-pitch
Adults can distinguish between infant and adult directed singing, infants prefer IDS

Question 8

Predispositions

Answer 8

Infants prefer consonant intervals (due to prenatal hearing?)

Question 9

Enculturation

Answer 9

Infants unlearn a lot of distinctions as they grow up- influence of culture

Question 10

Isochrony

Answer 10

Regularly spaced beats (E.g. Western meters are isochronous, adults can identify it)

Question 11

Equal Step Scale

Answer 11

Same frequency goes up between each step (E.g. infants did poorly with equal step scale)

Question 12

Expressive Timing

Answer 12

Phrasing is hierarchical timing conveys phrase structure (e.g. melodic lead, harmony, slowing down on chromatic chords)

Question 13

Embodied Meaning

Answer 13

Something in music refers to something else in music (e.g. chord setting expectations for another chord)

Question 14

ITPRA

Answer 14

Imagination, tension, prediction, reaction, appraisal (David Huron)

Question 15

Circumplex Model of Emotion

Answer 15

Circular representation where each emotion is plotted as mixture of activity and positive/negative valence

Question 16

Valence

Answer 16

Positive vs negative qualities of music (E.g. major=positive, minor=negative)

Question 17

Arousal

Answer 17

Amount of energy/activity (E.g. rhythmic activity, tempo, dynamics, etc.)

Question 18

Dimension reduction

Answer 18

Used to create CME (how happy is each picture, each of the scales on a dimension)

Question 19

Pre-cognitive theory of emotion

Answer 19

Emotion arises from before we can cognitively process music (innate), people can tell emotion of music w/o really thinking about it)

Question 20

Tension

Answer 20

Tree representation of phrase structure–> predicts tension

Question 21

Emotional contagion

Answer 21

Felt emotion is related to perceived emotion

Question 22

Mood-congruent contagion

Answer 22

Two stimuli that agree (e.g. music and film–> fight scene with happy music in the background)

Question 23

Inverted-U Theory

Answer 23

Model of liking as a function of complexity (peak somewhere in the middle) that interacts with familiarity and musical training

Question 24

Exposure Effect

Answer 24

The more you listen to something the more you like it (up to a point)

Question 25

Information Effect

Answer 25

Unexpected things are higher in info density, denser texture

Question 26

Well-being

Answer 26

Overall concept of health

Question 27

Music Therapy

Answer 27

Helping improve mental physical/abilities (alzheimer’s, dementia, parkinson’s)

Question 28

Mozart Effect

Answer 28

Short-term effect, any music high in arousal might “make you smarter”

Question 29

PF&C Test

Answer 29

Used to test spatial abilities in Mozart effect study, looks at if music training really helps with math/verbal skills (Correlation doesn’t prove causation)

Question 30

Transfer

Answer 30

Experience or training in one activity enhances the ability to perform to a related activity