Detection of pitch errors in well-known songs.

We examined pitch-error detection in well-known songs sung with or without meaningful lyrics. In Experiment 1, adults heard the initial phrase of familiar songs sung with lyrics or repeating syllables (la) and judged whether they heard an out-of-tune note. Half of the renditions had a single pitch error (50 or 100 cents); half were in tune. Listeners were poorer at pitch-error detection in songs with lyrics. In Experiment 2, within-note pitch fluctuations in the same performances were eliminated by auto-tuning. Again, pitch-error detection was worse for renditions with lyrics (50 cents), suggesting adverse effects of semantic processing. In Experiment 3, songs were sung with repeating syllables or scat syllables to ascertain the role of phonetic variability. Performance was poorer for scat than for repeating syllables, indicating adverse effects of phonetic variability, but overall performance exceeded Experiment 1. In Experiment 4, listeners evaluated songs in all styles (repeating syllables, scat, lyrics) within the same session. Performance was best with repeating syllables (50 cents) and did not differ between scat or lyric versions. In short, tracking the pitches of highly familiar songs was impaired by the presence of words, an impairment stemming primarily from phonetic variability rather than interference from semantic processing.

Acoustic regularities in infant-directed speech and song across cultures.

When interacting with infants, humans often alter their speech and song in ways thought to support communication. Theories of human child-rearing, informed by data on vocal signalling across species, predict that such alterations should appear globally. Here, we show acoustic differences between infant-directed and adult-directed vocalizations across cultures. We collected 1,615 recordings of infant- and adult-directed speech and song produced by 410 people in 21 urban, rural and small-scale societies. Infant-directedness was reliably classified from acoustic features only, with acoustic profiles of infant-directedness differing across language and music but in consistent fashions. We then studied listener sensitivity to these acoustic features. We played the recordings to 51,065 people from 187 countries, recruited via an English-language website, who guessed whether each vocalization was infant-directed. Their intuitions were more accurate than chance, predictable in part by common sets of acoustic features and robust to the effects of linguistic relatedness between vocalizer and listener. These findings inform hypotheses of the psychological functions and evolution of human communication.

Challenging infant-directed singing as a credible signal of maternal attention.

I challenge Mehr et al.'s contention that ancestral mothers were reluctant to provide all the attention demanded by their infants. The societies in which music emerged likely involved foraging mothers who engaged in extensive infant carrying, feeding, and soothing. Accordingly, their singing was multimodal, its rhythms aligned with maternal movements, with arousal regulatory consequences for singers and listeners.

Enhanced Memory for Vocal Melodies in Autism Spectrum Disorder and Williams Syndrome.

Adults and children with typical development (TD) remember vocal melodies (without lyrics) better than instrumental melodies, which is attributed to the biological and social significance of human vocalizations. Here we asked whether children with autism spectrum disorder (ASD), who have persistent difficulties with communication and social interaction, and adolescents and adults with Williams syndrome (WS), who are highly sociable, even indiscriminately friendly, exhibit a memory advantage for vocal melodies like that observed in individuals with TD. We tested 26 children with ASD, 26 adolescents and adults with WS of similar mental age, and 26 children with TD on their memory for vocal and instrumental (piano, marimba) melodies. After exposing them to 12 unfamiliar folk melodies with different timbres, we required them to indicate whether each of 24 melodies (half heard previously) was old (heard before) or new (not heard before) during an unexpected recognition test. Although the groups successfully distinguished the old from the new melodies, they differed in overall memory. Nevertheless, they exhibited a comparable advantage for vocal melodies. In short, individuals with ASD and WS show enhanced processing of socially significant auditory signals in the context of music. LAY SUMMARY: Typically developing children and adults remember vocal melodies better than instrumental melodies. In this study, we found that children with Autistic Spectrum Disorder, who have severe social processing deficits, and children and adults with Williams syndrome, who are highly sociable, exhibit comparable memory advantages for vocal melodies. The results have implications for musical interventions with these populations.

HIIT the Road Jack: An Exploratory Study on the Effects of an Acute Bout of Cardiovascular High-Intensity Interval Training on Piano Learning.

Pairing high-intensity interval training (HIIT) with motor skill acquisition may improve learning of some implicit motor sequences (albeit with some variability), but it is unclear if HIIT enhances explicit learning of motor sequences. We asked whether a single bout of HIIT after non-musicians learned to play a piano melody promoted better retention of the melody than low-intensity interval training (LIIT). Further, we investigated whether HIIT facilitated transfer of learning to a new melody. We generated individualized exercise protocols by having participants (n = 25) with little musical training undergo a graded maximal exercise test (GXT) to determine their cardiorespiratory fitness (VO2 peak) and maximum power output (Wmax). In a subsequent session, participants practiced a piano melody (skill acquisition) and were randomly assigned to a single bout of HIIT or LIIT. Retention of the piano melody was tested 1 hour, 1 day, and 1 week after skill acquisition. We also evaluated transfer to learning a new melody 1 week after acquisition. Pitch and rhythm accuracy were analyzed with linear mixed-effects modeling. HIIT did not enhance sequence-specific retention of pitch or rhythmic elements of the piano melody, but there was modest evidence that HIIT facilitated transfer to learning a new melody. We tentatively conclude that HIIT enhances explicit, task-general motor consolidation.

Familiar songs reduce infant distress.

Parents commonly vocalize to infants to mitigate their distress, especially when holding them is not possible. Here we examined the relative efficacy of parents' speech and singing (familiar and unfamiliar songs) in alleviating the distress of 8- and 10-month-old infants (n = 68 per age group). Parent-infant dyads participated in 3 trials of the Still Face procedure, featuring a 2-min Play Phase, a Still Face phase (parents immobile and unresponsive for 1 min or until infants became visibly distressed), and a 2-min Reunion Phase in which caregivers attempted to reverse infant distress by (a) singing a highly familiar song, (b) singing an unfamiliar song, or (c) expressive talking (order counterbalanced across dyads). In the Reunion Phase, talking led to increased negative affect in both age groups, in contrast to singing familiar or unfamiliar songs, which increased infant attention to parent and decreased negative affect. The favorable consequences were greatest for familiar songs, which also generated increased smiling. Skin conductance recorded from a subset of infants (n = 36 younger, 41 older infants) revealed that arousal levels were highest for the talking reunion, lowest for unfamiliar songs, and intermediate for familiar songs. The arousal effects, considered in conjunction with the behavioral effects, confirm that songs are more effective than speech at mitigating infant distress. We suggest, moreover, that familiar songs generate higher infant arousal than unfamiliar songs because they evoke excitement, reflected in modestly elevated arousal as well as pleasure, in contrast to more subdued responses to unfamiliar songs. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Cross-Cultural Work in Music Cognition: Challenges, Insights, and Recommendations.

Many foundational questions in the psychology of music require cross-cultural approaches, yet the vast majority of work in the field to date has been conducted with Western participants and Western music. For cross-cultural research to thrive, it will require collaboration between people from different disciplinary backgrounds, as well as strategies for overcoming differences in assumptions, methods, and terminology. This position paper surveys the current state of the field and offers a number of concrete recommendations focused on issues involving ethics, empirical methods, and definitions of "music" and "culture."

Effects of Maternal Singing Style on Mother-Infant Arousal and Behavior.

Mothers around the world sing to infants, presumably to regulate their mood and arousal. Lullabies and playsongs differ stylistically and have distinctive goals. Mothers sing lullabies to soothe and calm infants and playsongs to engage and excite infants. In this study, mothers repeatedly sang Twinkle, Twinkle, Little Star to their infants (n = 30 dyads), alternating between soothing and playful renditions. Infant attention and mother-infant arousal (i.e., skin conductivity) were recorded continuously. During soothing renditions, mother and infant arousal decreased below initial levels as the singing progressed. During playful renditions, maternal and infant arousal remained stable. Moreover, infants exhibited greater attention to mother during playful renditions than during soothing renditions. Mothers' playful renditions were faster, higher in pitch, louder, and characterized by greater pulse clarity than their soothing renditions. Mothers also produced more energetic rhythmic movements during their playful renditions. These findings highlight the contrastive nature and consequences of lullabies and playsongs.

Development of consonance preferences in Western listeners.

Many scholars consider preferences for consonance, as defined by Western music theorists, to be based primarily on biological factors, while others emphasize experiential factors, notably the nature of musical exposure. Cross-cultural experiments suggest that consonance preferences are shaped by musical experience, implying that preferences should emerge or become stronger over development for individuals in Western cultures. However, little is known about this developmental trajectory. We measured preferences for the consonance of simultaneous sounds and related acoustic properties in children and adults to characterize their developmental course and dependence on musical experience. In Study 1, adults and children 6 to 10 years of age rated their liking of simultaneous tone combinations (dyads) and affective vocalizations. Preferences for consonance increased with age and were predicted by changing preferences for harmonicity-the degree to which a sound's frequencies are multiples of a common fundamental frequency-but not by evaluations of beating-fluctuations in amplitude that occur when frequencies are close but not identical, producing the sensation of acoustic roughness. In Study 2, musically trained adults and 10-year-old children also rated the same stimuli. Age and musical training were associated with enhanced preference for consonance. Both measures of experience were associated with an enhanced preference for harmonicity, but were unrelated to evaluations of beating stimuli. The findings are consistent with cross-cultural evidence and the effects of musicianship in Western adults in linking Western musical experience to preferences for consonance and harmonicity. (PsycINFO Database Record (c) 2020 APA, all rights reserved).

Dancing to Metallica and Dora: Case Study of a 19-Month-Old.

Rhythmic movement to music, whether deliberate (e.g., dancing) or inadvertent (e.g., foot-tapping), is ubiquitous. Although parents commonly report that infants move rhythmically to music, especially to familiar music in familiar environments, there has been little systematic study of this behavior. As a preliminary exploration of infants' movement to music in their home environment, we studied V, an infant who began moving rhythmically to music at 6 months of age. Our primary goal was to generate testable hypotheses about movement to music in infancy. Across nine sessions, beginning when V was almost 19 months of age and ending 8 weeks later, she was video-recorded by her mother during the presentation of 60-s excerpts from two familiar and two unfamiliar songs presented at three tempos-the original song tempo as well as faster and slower versions. V exhibited a number of repeated dance movements such as head-bobbing, arm-pumping, torso twists, and bouncing. She danced most to Metallica's Now that We're Dead, a recording that her father played daily in V's presence, often dancing with her while it played. Its high pulse clarity, in conjunction with familiarity, may have increased V's propensity to dance, as reflected in lesser dancing to familiar music with low pulse clarity and to unfamiliar music with high pulse clarity. V moved faster to faster music but only for unfamiliar music, perhaps because arousal drove her movement to familiar music. Her movement to music was positively correlated with smiling, highlighting the pleasurable nature of the experience. Rhythmic movement to music may have enhanced her pleasure, and the joy of listening may have promoted her movement. On the basis of behavior observed in this case study, we propose a scaled-up study to obtain definitive evidence about the effects of song familiarity and specific musical features on infant rhythmic movement, the developmental trajectory of dance skills, and the typical range of variation in such skills.

Precursors to the performing arts in infancy and early childhood.

Across cultures, aspects of music and dance contribute to everyday life in a variety of ways that do not depend on artistry, aesthetics, or expertise. In this chapter, we focus on precursors to music and dance that are evident in infancy: the underlying perceptual abilities, parent-infant musical interactions that are motivated by nonmusical goals, the consequences of such interactions for mood regulation and social regulation, and the emergence of rudimentary singing and rhythmic movement to music. These precursors to music and dance lay the groundwork for our informal engagement with music throughout life and its continuing effects on mood regulation, affiliation, and well-being.

Rhythm and melody as social signals for infants.

Infants typically experience music through social interactions with others. One such experience involves caregivers singing to infants while holding and bouncing them rhythmically. These highly social interactions shape infant music perception and may also influence social cognition and behavior. Moving in time with others-interpersonal synchrony-can direct infants' social preferences and prosocial behavior. Infants also show social preferences and selective prosociality toward singers of familiar, socially learned melodies. Here, we discuss recent studies of the influence of musical engagement on infant social cognition and behavior, highlighting the importance of rhythmic movement and socially relevant melodies.

Children's and adults' perception of questions and statements from terminal fundamental frequency contours.

The present study compared children's and adults' identification and discrimination of declarative questions and statements on the basis of terminal cues alone. Children (8-11 years, n = 41) and adults (n = 21) judged utterances as statements or questions from sentences with natural statement and question endings and with manipulated endings that featured intermediate fundamental frequency (F0) values. The same adults and a different sample of children (n = 22) were also tested on their discrimination of the utterances. Children's judgments shifted more gradually across categories than those of adults, but their category boundaries were comparable. In the discrimination task, adults found cross-boundary comparisons more salient than within-boundary comparisons. Adults' performance on the identification and discrimination tasks is consistent with but not definitive regarding categorical perception of statements and questions. Children, by contrast, discriminated the cross-boundary comparisons no better than other comparisons. The findings indicate age-related sharpening in the perception of statements and questions based on terminal F0 cues and the gradual emergence of distinct perceptual categories.

Imitation of Non-Speech Oral Gestures by 8-Month-Old Infants.

This study investigates the oral gestures of 8-month-old infants in response to audiovisual presentation of lip and tongue smacks. Infants exhibited more lip gestures than tongue gestures following adult lip smacks and more tongue gestures than lip gestures following adult tongue smacks. The findings, which are consistent with predictions from Articulatory Phonology, imply that 8-month-old infants are capable of producing goal-directed oral gestures by matching the articulatory organ of an adult model.

Exaggeration of Language-Specific Rhythms in English and French Children's Songs.

The available evidence indicates that the music of a culture reflects the speech rhythm of the prevailing language. The normalized pairwise variability index (nPVI) is a measure of durational contrast between successive events that can be applied to vowels in speech and to notes in music. Music-language parallels may have implications for the acquisition of language and music, but it is unclear whether native-language rhythms are reflected in children's songs. In general, children's songs exhibit greater rhythmic regularity than adults' songs, in line with their caregiving goals and frequent coordination with rhythmic movement. Accordingly, one might expect lower nPVI values (i.e., lower variability) for such songs regardless of culture. In addition to their caregiving goals, children's songs may serve an intuitive didactic function by modeling culturally relevant content and structure for music and language. One might therefore expect pronounced rhythmic parallels between children's songs and language of origin. To evaluate these predictions, we analyzed a corpus of 269 English and French songs from folk and children's music anthologies. As in prior work, nPVI values were significantly higher for English than for French children's songs. For folk songs (i.e., songs not for children), the difference in nPVI for English and French songs was small and in the expected direction but non-significant. We subsequently collected ratings from American and French monolingual and bilingual adults, who rated their familiarity with each song, how much they liked it, and whether or not they thought it was a children's song. Listeners gave higher familiarity and liking ratings to songs from their own culture, and they gave higher familiarity and preference ratings to children's songs than to other songs. Although higher child-directedness ratings were given to children's than to folk songs, French listeners drove this effect, and their ratings were uniquely predicted by nPVI. Together, these findings suggest that language-based rhythmic structures are evident in children's songs, and that listeners expect exaggerated language-based rhythms in children's songs. The implications of these findings for enculturation processes and for the acquisition of music and language are discussed.

Pupils dilate for vocal or familiar music.

Previous research reveals that vocal melodies are remembered better than instrumental renditions. Here we explored the possibility that the voice, as a highly salient stimulus, elicits greater arousal than nonvocal stimuli, resulting in greater pupil dilation for vocal than for instrumental melodies. We also explored the possibility that pupil dilation indexes memory for melodies. We tracked pupil dilation during a single exposure to 24 unfamiliar folk melodies (half sung to la la, half piano) and during a subsequent recognition test in which the previously heard melodies were intermixed with 24 novel melodies (half sung, half piano) from the same corpus. Pupil dilation was greater for vocal melodies than for piano melodies in the exposure phase and in the test phase. It was also greater for previously heard melodies than for novel melodies. Our findings provide the first evidence that pupillometry can be used to measure recognition of stimuli that unfold over several seconds. They also provide the first evidence of enhanced arousal to vocal melodies during encoding and retrieval, thereby supporting the more general notion of the voice as a privileged signal. (PsycINFO Database Record

Children's identification of questions from rising terminal pitch.

Young children are slow to master conventional intonation patterns in their yes/no questions, which may stem from imperfect understanding of the links between terminal pitch contours and pragmatic intentions. In Experiment 1, five- to ten-year-old children and adults were required to judge utterances as questions or statements on the basis of intonation alone. Children eight years of age or younger performed above chance levels but less accurately than adult listeners. To ascertain whether the verbal content of utterances interfered with young children's attention to the relevant acoustic cues, low-pass filtered versions of the same utterances were presented to children and adults in Experiment 2. Low-pass filtering reduced performance comparably for all age groups, perhaps because such filtering reduced the salience of critical pitch cues. Young children's difficulty in differentiating declarative questions from statements is not attributable to basic perceptual difficulties but rather to absent or unstable intonation categories.

Pianists exhibit enhanced memory for vocal melodies but not piano melodies.

Nonmusicians remember vocal melodies (i.e., sung to la la) better than instrumental melodies. If greater exposure to the voice contributes to those effects, then long-term experience with instrumental timbres should elicit instrument-specific advantages. Here we evaluate this hypothesis by comparing pianists with other musicians and nonmusicians. We also evaluate the possibility that absolute pitch (AP), which involves exceptional memory for isolated pitches, influences melodic memory. Participants heard 24 melodies played in four timbres (voice, piano, banjo, marimba) and were subsequently required to distinguish the melodies heard previously from 24 novel melodies presented in the same timbres. Musicians performed better than nonmusicians, but both groups showed a comparable memory advantage for vocal melodies. Moreover, pianists performed no better on melodies played on piano than on other instruments, and AP musicians performed no differently than non-AP musicians. The findings confirm the robust nature of the voice advantage and rule out explanations based on familiarity, practice, and motor representations.

Musical affect regulation in infancy.

Adolescents and adults commonly use music for various forms of affect regulation, including relaxation, revitalization, distraction, and elicitation of pleasant memories. Mothers throughout the world also sing to their infants, with affect regulation as the principal goal. To date, the study of maternal singing has focused largely on its acoustic features and its consequences for infant attention. We describe recent laboratory research that explores the consequences of singing for infant affect regulation. Such work reveals that listening to recordings of play songs can maintain 6- to 9-month-old infants in a relatively contented or neutral state considerably longer than recordings of infant-directed or adult-directed speech. When 10-month-old infants fuss or cry and are highly aroused, mothers' multimodal singing is more effective than maternal speech at inducing recovery from such distress. Moreover, play songs are more effective than lullabies at reducing arousal in Western infants. We explore the implications of these findings along with possible practical applications.