Memorisation and implicit perceptual learning are enhanced for preferred musical intervals and chords.
Attention
Memory
Neuroaesthetics
Perceptual learning
Sound recognition
Journal
Psychonomic bulletin & review
ISSN: 1531-5320
Titre abrégé: Psychon Bull Rev
Pays: United States
ID NLM: 9502924
Informations de publication
Date de publication:
Oct 2021
Oct 2021
Historique:
accepted:
23
03
2021
pubmed:
5
5
2021
medline:
16
10
2021
entrez:
4
5
2021
Statut:
ppublish
Résumé
Is it true that we learn better what we like? Current neuroaesthetic and neurocomputational models of aesthetic appreciation postulate the existence of a correlation between aesthetic appreciation and learning. However, even though aesthetic appreciation has been associated with attentional enhancements, systematic evidence demonstrating its influence on learning processes is still lacking. Here, in two experiments, we investigated the relationship between aesthetic preferences for consonance versus dissonance and the memorisation of musical intervals and chords. In Experiment 1, 60 participants were first asked to memorise and evaluate arpeggiated triad chords (memorisation phase), then, following a distraction task, chords' memorisation accuracy was measured (recognition phase). Memorisation resulted to be significantly enhanced for subjectively preferred as compared with non-preferred chords. To explore the possible neural mechanisms underlying these results, we performed an EEG study, directed to investigate implicit perceptual learning dynamics (Experiment 2). Through an auditory mismatch detection paradigm, electrophysiological responses to standard/deviant intervals were recorded, while participants were asked to evaluate the beauty of the intervals. We found a significant trial-by-trial correlation between subjective aesthetic judgements and single trial amplitude fluctuations of the ERP attention-related N1 component. Moreover, implicit perceptual learning, expressed by larger mismatch detection responses, was enhanced for more appreciated intervals. Altogether, our results showed the existence of a relationship between aesthetic appreciation and implicit learning dynamics as well as higher-order learning processes, such as memorisation. This finding might suggest possible future applications in different research domains such as teaching and rehabilitation of memory and attentional deficits.
Identifiants
pubmed: 33945127
doi: 10.3758/s13423-021-01922-z
pii: 10.3758/s13423-021-01922-z
pmc: PMC8500890
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
1623-1637Informations de copyright
© 2021. The Author(s).
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