Cognition of stability in atonal music in teenagers with no musical experience.
Bibliographic record
Abstract
Contemporary music presents intrinsic difficulties (nontraditional use of sonorous material) and extrinsic difficulties (limited exposure) that impact the listener’s cognitive processes. The objective of this study was to observe and analyze how listeners who are not trained in atonal music attribute structural stability to rhythmic events in a piece of atonal music. The study was carried out among listeners with varying degrees of musical training: (a) musically trained listeners (music conservatory students aged 25–26 years), above all in tonal music, (b) listeners (University of Alicante students—Faculty of Education, aged 19–22 years) with generic music experience (Esteve-Faubel, Valero, & Stephens, 2009; Esteve-Faubel, Stephens, & Molina Valero, 2013), and (c) adolescents (second year of compulsory secondary education, aged 13–14 years) with limited training and musical experience. The results obtained were in line with the predictions of atonal prolongational theory (Lerdahl, 1997) and with those obtained from experienced listeners of atonal music (Dibben, 1999). The listener’s time to adapt to a new atonal language degree is inversely proportional to prior exposure to various styles of music. This underscores the importance of a latent period to facilitate adaptation for those listeners without atonal music experience. The effect of tonal reminiscences was also observed among those listeners with little training. Following this initial study, we recommend expanding the study to include other atonal musical pieces, thereby facilitating a deeper understanding of how the auditory adaptation period functions among listeners with limited experience. This would involve an analysis of other predominant parameters (timbre, motivic importance, register, dynamics, and dissonance) and an observation of their interaction with and influence on listeners exposed to atonal music.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".