Do You See What I'm Singing? Visuospatial Movement Biases Pitch Perception

Autor/inn/en	Connell, Louise; Cai, Zhenguang G.; Holler, Judith
Titel	Do You See What I'm Singing? Visuospatial Movement Biases Pitch Perception
Quelle	In: Brain and Cognition, 81 (2013) 1, S.124-130 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-2626
DOI	10.1016/j.bandc.2012.09.005
Schlagwörter	Memory; Spatial Ability; Video Technology; Singing; Music; Cues; Nonverbal Communication; Visual Stimuli; Auditory Stimuli; Brain + Suchen Sie Ihr Suchwort? Gedächtnis; Räumliches Vorstellungsvermögen; Gesang; Musik; Stichwort; Non-verbal communication; Nonverbale Kommunikation; Auditive Stimulation; Gehirn
Abstract	The nature of the connection between musical and spatial processing is controversial. While pitch may be described in spatial terms such as "high" or "low", it is unclear whether pitch and space are associated but separate dimensions or whether they share representational and processing resources. In the present study, we asked participants to judge whether a target vocal note was the same as (or different from) a preceding cue note. Importantly, target trials were presented as video clips where a singer sometimes gestured upward or downward while singing that target note, thus providing an alternative, concurrent source of spatial information. Our results show that pitch discrimination was significantly biased by the spatial movement in gesture, such that downward gestures made notes seem lower in pitch than they really were, and upward gestures made notes seem higher in pitch. These effects were eliminated by spatial memory load but preserved under verbal memory load conditions. Together, our findings suggest that pitch and space have a shared representation such that the mental representation of pitch is audiospatial in nature. (Contains 4 figures.) (As Provided).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10