Auditory-motor integration in music performance, learning, and memory
Notice bibliographique
Résumé
Auditory-motor skills such as speaking or playing a musical instrument require skill in processing auditory outcomes and performing actions that produce those outcomes. A growing body of evidence suggests that perception and production components of auditory-motor skill are integrated by reciprocal auditory-to-motor and motor-to-auditory interactions. Much remains unknown about how complex auditory sequences map to complex movement sequences such as those required of speech or music performance. Less still is known about how auditory-motor interactions influence the way skilled performers learn and remember novel auditory-motor sequences. The research described in this thesis examined these questions in the context of music performance. Music performance is a common and complex auditory-motor behavior that presents a useful model for examining human auditory-motor capabilities as it requires precise control of both pitch and temporal sequences of events. Three studies examined how auditory-motor interactions influence the way skilled musicians map pitch and temporal sequences to movements and the way musicians learn and remember music. The first study examined how auditory pitch and temporal sequence structure in music engage motor neural networks in auditory-motor interactions (Chapter 2). This study revealed motor networks that are sensitive to both pitch and temporal structure when musicians listen to and subsequently perform music. This finding suggests that the motor system integrates multiple dimensions of auditory sequence structure when performers map auditory sequences to motor sequences. The second study examined how performers use auditory and motor information to learn auditory sequences (Chapter 3). This study revealed that musicians better recognize auditory sequences that they hadlearned while producing them with auditory feedback than while hearing them only, indicating that motor learning facilitates subsequent auditory memory for skilled performers. The third study examined how individual differences in auditory and motor imagery abilities influence the way musicians learn novel music and subsequently remember that music (Chapter 4). This study revealed that auditory imagery abilities help performers learn novel music by compensating for missing sound and reducing sensitivity to interfering information; auditory imagery abilities also help performers recall music during performance with greater temporal regularity. Overall, these results suggest that auditory imagery abilities aid learning and subsequent recall of music differently. Together, these studies illuminate how auditory-motor integration functions in skilled performance and how it contributes to auditory-motor sequence learning and memory.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,002 | 0,001 |
| Science ouverte | 0,000 | 0,001 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».