Topics in Cognitive Science 4 (4):554-567 (2012)

Abstract
Much of what we know and love about music is based on implicitly acquired mental representations of musical pitches and the relationships between them. While previous studies have shown that these mental representations of music can be acquired rapidly and can influence preference, it is still unclear which aspects of music influence learning and preference formation. This article reports two experiments that use an artificial musical system to examine two questions: (1) which aspects of music matter most for learning, and (2) which aspects of music matter most for preference formation. Two aspects of music are tested: melody and harmony. In Experiment 1 we tested the learning and liking of a new musical system that is manipulated melodically so that only some of the possible conditional probabilities between successive notes are presented. In Experiment 2 we administered the same tests for learning and liking, but we used a musical system that is manipulated harmonically to eliminate the property of harmonic whole-integer ratios between pitches. Results show that disrupting melody (Experiment 1) disabled the learning of music without disrupting preference formation, whereas disrupting harmony (Experiment 2) does not affect learning and memory but disrupts preference formation. Results point to a possible dissociation between learning and preference in musical knowledge
Keywords Harmony  Pitch  Preference  Music  Melody  Grammar  Learning  Cognition
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DOI 10.1111/j.1756-8765.2012.01208.x
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References found in this work BETA

Emotion and Meaning in Music.Leonard B. Meyer - 1956 - University of Chicago Press.
A Generative Theory of Tonal Music.Fred Lerdahl & Ray Jackendoff - 1987 - Journal of Aesthetics and Art Criticism 46 (1):94-98.
Implicit Learning of Artificial Grammars.Arthur S. Reber - 1967 - Journal of Verbal Learning and Verbal Behavior 6:855-863.
Sweet Anticipation: Music and the Psychology of Expectation.William Benjamin - 2007 - Journal of Aesthetics and Art Criticism 65 (3):333-335.

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Citations of this work BETA

Implicit Learning and Acquisition of Music.Martin Rohrmeier & Patrick Rebuschat - 2012 - Topics in Cognitive Science 4 (4):525-553.
Musical Pluralism and the Science of Music.Adrian Currie & Anton Killin - 2016 - European Journal for Philosophy of Science 6 (1):9-30.
Music Cognition and the Cognitive Sciences.Marcus Pearce & Martin Rohrmeier - 2012 - Topics in Cognitive Science 4 (4):468-484.

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The Aesthetics of Music.Roger Scruton - 1997 - Oxford University Press.
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Music & Meaning.Jenefer Robinson (ed.) - 1997 - Cornell University Press.
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