Patterns procedural learning for pitch matching in adult musicians and non-musicians

Abstract

This study evaluated the role of active musical training on procedural learning during a pitch perception, memory, and matching task. Twenty-one adults with hearing within normal limits were split into music subgroups (musician and non-musicians) based on active participation in musical training. Ninety pitch-matching trials were completed using a paradigm adapted from Ross, Olsen, and Gore (2003) which assesses pitch-matching precision without requiring knowledge of musical nomenclature. Three blocks of 30 pitch-match trials were collected to evaluate the learning effect on each music subgroup. The semitone half step (HS) distance between the target pitch and the comparison pitch match was calculated for each trial. Constant error (CE) and standard deviation (SD) were used to quantify performance across blocks. Overall, significant reduction of pitch match SD was found for both music subgroups across blocks. Musicians demonstrated more precise pitch matches (smaller SD) and demonstrated no significant changes in pitch matching CE across blocks, whereas non-musicians CE was reduced across blocks. The pattern of results indicates learning effects, which we attribute to procedural memory for both groups, based on task parameters, while the music group’s performance across blocks may reflect enhanced selective attention and pitch perception.