title: Auditory working memory predicts individual differences in absolute pitch learning.
abstract: Absolute pitch (AP) is typically defined as the ability to label an isolated tone as a musical note in the absence of a reference tone. At first glance the acquisition of AP note categories seems like a perceptual learning task, since individuals must assign a category label to a stimulus based on a single perceptual dimension (pitch) while ignoring other perceptual dimensions (e.g., loudness, octave, instrument). AP, however, is rarely discussed in terms of domain-general perceptual learning mechanisms. This is because AP is typically assumed to depend on a critical period of development, in which early exposure to pitches and musical labels is thought to be necessary for the development of AP precluding the possibility of adult acquisition of AP. Despite this view of AP, several previous studies have found evidence that absolute pitch category learning is, to an extent, trainable in a post-critical period adult population, even if the performance typically achieved by this population is below the performance of a "true" AP possessor. The current studies attempt to understand the individual differences in learning to categorize notes using absolute pitch cues by testing a specific prediction regarding cognitive capacity related to categorization - to what extent does an individual's general auditory working memory capacity (WMC) predict the success of absolute pitch category acquisition. Since WMC has been shown to predict performance on a wide variety of other perceptual and category learning tasks, we predict that individuals with higher WMC should be better at learning absolute pitch note categories than individuals with lower WMC. Across two studies, we demonstrate that auditory WMC predicts the efficacy of learning absolute pitch note categories. These results suggest that a higher general auditory WMC might underlie the formation of absolute pitch categories for post-critical period adults. Implications for understanding the mechanisms that underlie the phenomenon of AP are also discussed.
authors.affiliation: Department of Psychology, The University of Chicago, United States. Electronic address: shedger@uchicago.edu.
authors.forename: Stephen C
authors.initials: SC
authors.lastname: Van Hedger
authors.affiliation: Department of Psychology, The University of Chicago, United States.
authors.forename: Shannon L M
authors.initials: SL
authors.lastname: Heald
authors.affiliation: Department of Psychology, The University of Chicago, United States.
authors.forename: Rachelle
authors.initials: R
authors.lastname: Koch
authors.affiliation: Department of Psychology, The University of Chicago, United States.
authors.forename: Howard C
authors.initials: HC
authors.lastname: Nusbaum
mesh_terms: D000161:Acoustic Stimulation; D000293:Adolescent; D000328:Adult; D001307:Auditory Perception / Q000502:physiology*; D005260:Female; D006801:Humans; D007206:Individuality; D007858:Learning / Q000502:physiology*; D008297:Male; D008570:Memory, Short-Term / Q000502:physiology*; D009146:Music; D010898:Pitch Perception / Q000502:physiology; D055815:Young Adult
keywords: Absolute pitch; Category learning; Expertise; Individual differences; Perceptual learning; Working memory