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A study of implicit learning through auditory stimuli
Abstract
Implicit learning can be defined as unconscious understanding of the relationships between the elements of a knowledge system that occurs without an explicit intention toward discovering the underlying structure of those relationships. Researchers studying implicit learning have constructed a wide variety of knowledge systems most of which are based on probabilistic relationships between visual cues and tried to determine how well the participants of experiment learned those relationships without showing an explicit awareness of learning. However, very few researchers introduced experimental tasks based on learning probabilistic relationships between the structural elements of music, such as tone, key and tempo. The current research ventures into the unexplored field of implicit learning in auditory perception of melodies and tries to discover the appropriate combinations of musical elements whose relationships can be learned implicitly. Musical melodies are employed as stimuli in a simple memory task and attempts are made to determine whether or not participants performed the task better by learning the probabilistic context of the clues embedded in the melodies. The results indicate that the occurrence of implicit learning in processing of melodies is strongly tied to the completeness of the melodies as auditory patterns.
Subject Area
Cognitive therapy
Recommended Citation
Aslan, Asli, "A study of implicit learning through auditory stimuli" (2003). ETD collection for University of Nebraska-Lincoln. AAI3116559.
https://digitalcommons.unl.edu/dissertations/AAI3116559