ERIC Number: EJ933888
Record Type: Journal
Publication Date: 2011-Apr
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0096-1523
EISSN: N/A
Available Date: N/A
Implicit versus Explicit Frequency Comparisons: Two Mechanisms of Auditory Change Detection
Demany, Laurent; Semal, Catherine; Pressnitzer, Daniel
Journal of Experimental Psychology: Human Perception and Performance, v37 n2 p597-605 Apr 2011
Listeners had to compare, with respect to pitch (frequency), a pure tone (T) to a combination of pure tones presented subsequently (C). The elements of C were either synchronous, and therefore difficult to hear out individually, or asynchronous and therefore easier to hear out individually. In the "present/absent" condition, listeners had to judge if T reappeared in C or not. In the "up/down" condition, the task was to judge if the element of C most similar to T was higher or lower than T. When the elements of C were synchronous, the up/down task was found to be easier than the present/absent task; the converse result was obtained when the elements of C were asynchronous. This provides evidence for a duality of auditory comparisons between tone frequencies: (1) implicit comparisons made by automatic and direction-sensitive "frequency-shift detectors"; (2) explicit comparisons more sensitive to the magnitude of a frequency change than to its direction. Another experiment suggests that although the frequency-shift detectors cannot compare effectively two tones separated by an interfering tone, they are largely insensitive to interfering noise bursts. (Contains 3 figures.)
Descriptors: Experimental Psychology, Auditory Stimuli, Auditory Perception, Auditory Discrimination, Acoustics, Memory, Cues, College Students
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A

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