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  1. Sarah C. Creel (2015). Ups and Downs in Auditory Development: Preschoolers’ Sensitivity to Pitch Contour and Timbre. Cognitive Science 39 (2).
    Much research has explored developing sound representations in language, but less work addresses developing representations of other sound patterns. This study examined preschool children's musical representations using two different tasks: discrimination and sound–picture association. Melodic contour—a musically relevant property—and instrumental timbre, which is less musically relevant, were tested. In Experiment 1, children failed to associate cartoon characters to melodies with maximally different pitch contours, with no advantage for melody preexposure. Experiment 2 also used different-contour melodies and found good discrimination, whereas (...)
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  2. Micah R. Bregman & Sarah C. Creel (2014). Gradient Language Dominance Affects Talker Learning. Cognition 130 (1):85-95.
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  3. Sarah C. Creel & Melanie A. Tumlin (2012). Online Recognition of Music Is Influenced by Relative and Absolute Pitch Information. Cognitive Science 36 (2):224-260.
    Three experiments explored online recognition in a nonspeech domain, using a novel experimental paradigm. Adults learned to associate abstract shapes with particular melodies, and at test they identified a played melody’s associated shape. To implicitly measure recognition, visual fixations to the associated shape versus a distractor shape were measured as the melody played. Degree of similarity between associated melodies was varied to assess what types of pitch information adults use in recognition. Fixation and error data suggest that adults naturally recognize (...)
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  4. Sarah C. Creel, Richard N. Aslin & Michael K. Tanenhaus (2008). Heeding the Voice of Experience: The Role of Talker Variation in Lexical Access. Cognition 106 (2):633-664.
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