The role of duration and frequency of occurrence in perceived pitch structure

Explicit processing of melodic structure in congenital amusia can be improved by redescription-associate learning

Congenital amusia is a neurodevelopmental disorder of musical processing. Previous research demonstrates that although explicit musical processing is impaired in congenital amusia, implicit musical processing can be intact. However, little is known about whether implicit knowledge could improve explicit musical processing in individuals with congenital amusia. To this end, we developed a training method utilizing redescription-associate learning, aiming at transferring implicit representations of perceptual states into explicit forms through verbal description and then establishing the associations between the perceptual states reported and responses via feedback, to investigate whether the explicit processing of melodic structure could be improved in individuals with congenital amusia. Sixteen amusics and 11 controls rated the degree of expectedness of melodies during EEG recording before and after training. In the interim, half of the amusics received nine training sessions on melodic structure, while the other half received no training. Results, based on effect size estimation, showed that at pretest, amusics but not controls failed to explicitly distinguish the regular from the irregular melodies and to exhibit an ERAN in response to the irregular endings. At posttest, trained but not untrained amusics performed as well as controls at both the behavioral and neural levels. At the 3-month follow-up, the training effects still maintained. These findings present novel electrophysiological evidence of neural plasticity in the amusic brain, suggesting that redescription-associate learning may be an effective method to remediate impaired explicit processes for individuals with other neurodevelopmental disorders who have intact implicit knowledge.

Systematic Literature Review on Variables Impacting Organization’s Zero Accident Vision in Occupational Safety and Health Perspectives

The zero-accident vision has sparked debate in the fields of occupational safety and health. While many organizations and policymakers have successfully implemented the zero-accident vision, numerous notable occupational safety and health scholars from various backgrounds argue against its use and success in theory and practice. This article aimed to analyze the existing literature on the variables impacting an organization’s zero-accident vision. A systematic review of the Scopus and Web of Science databases revealed 25 related studies using the PRISMA statement (preferred reporting items for systematic reviews and meta-analyses) review method. Following a thorough review of these articles, seven main themes emerged: the occupational safety and health management system, organizational leadership, safety culture, training, communication, risk, and legislation. These seven themes resulted in a total of 28 sub-themes. Several recommendations are emphasized, including the use of a specific and standard systematic review method to guide research synthesis in the frame of reference of variables impacting the organization’s zero-accident vision and to practice complementary searching techniques, such as citation tracking, reference searching, snowballing, and contacting experts.

Electrophysiological and behavioral indicators of musical knowledge about unfamiliar music

Most listeners possess sophisticated knowledge about the music around them without being aware of it or its intricacies. Previous research shows that we develop such knowledge through exposure. This knowledge can then be assessed using behavioral and neurophysiological measures. It remains unknown however, which neurophysiological measures accompany the development of musical long-term knowledge. In this series of experiments, we first identified a potential ERP marker of musical long-term knowledge by comparing EEG activity following musically unexpected and expected tones within the context of known music (n = 30). We then validated the marker by showing that it does not differentiate between such tones within the context of unknown music (n = 34). In a third experiment, we exposed participants to unknown music (n = 40) and compared EEG data before and after exposure to explore effects of time. Although listeners’ behavior indicated musical long-term knowledge, we did not find any effects of time on the ERP marker. Instead, the relationship between behavioral and EEG data suggests musical long-term knowledge may have formed before we could confirm its presence through behavioral measures. Listeners are thus not only knowledgeable about music but seem to also be incredibly fast music learners.