Ivan Jimenez, Tuire Kuusi, Juha Ojala, Peter Harrison
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The effect of chord duration on the relative salience of chord-type and voicing changes
This study investigates the effect of chord duration on the relative salience of chord-type and voicing changes. Participants ( N = 111) with varying levels of musical training were presented with sequences of five block chords on the piano and asked to indicate which chord sounded most different. Each sequence consisted of three identical chords and two oddballs, one with a voicing change and one with a chord-type change. All possible chord-type pairings between standard and oddball formed of major, minor, dominant seventh, major seventh, and minor seventh chords were tested. In addition, each sequence of five chords was tested using three chord duration conditions (500, 1,000, and 1,500 ms), and the durations were pseudo-randomized throughout the experiment. Chord-type changes became more salient with longer durations and this effect could be seen for all participants regardless of their levels of musical training. However, with higher level of musical training, chord-type changes became more salient across all duration conditions. Leman’s model of tonal contextuality suggests that the effect of duration in our experiment could be explained by sensory mechanisms related to echoic memory. The potential contribution of other factors to the effect of duration is discussed.
期刊介绍:
Psychology of Music and SEMPRE provide an international forum for researchers working in the fields of psychology of music and music education, to encourage the exchange of ideas and to disseminate research findings. Psychology of Music publishes peer-reviewed papers directed at increasing the scientific understanding of any psychological aspect of music. These include studies on listening, performing, creating, memorising, analysing, describing, learning, and teaching, as well as applied social, developmental, attitudinal and therapeutic studies. Special emphasis is placed on studies carried out in naturalistic settings, especially those which address the interface between music psychology and music education.