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Association: Name: XVth Biennial International Conference on Infant Studies URL: http://www.isisweb.org
Citation: URL: http://www.allacademic.com/meta/p94581_index.html Direct Link: HTML Code:

Seibel, Rebecca. and Saffran, Jenny. "Tune or text: The effect of text on melody recognition" Paper presented at the annual meeting of the XVth Biennial International Conference on Infant Studies, Westin Miyako, Kyoto, Japan, Jun 19, 2006 <Not Available>. 2009-05-25 <http://www.allacademic.com/meta/p94581_index.html>

Seibel, R. L. and Saffran, J. R. , 2006-06-19 "Tune or text: The effect of text on melody recognition" Paper presented at the annual meeting of the XVth Biennial International Conference on Infant Studies, Westin Miyako, Kyoto, Japan <Not Available>. 2009-05-25 from http://www.allacademic.com/meta/p94581_index.html

Publication Type: Individual Poster Abstract: Background and Aims: When do redundant cues help infant learners? It has been established that melodic structure aids infants in verbal learning tasks such as learning a string of digits when melodic features and word order are redundant (e.g., Thiessen, Emerson, & Saffran, 2005). These results demonstrate that infants are able to take advantage of correspondences between levels of organization (prosodic and lexical in this case). While the presence of consistent melodies can improve memory for lyrics, can lyrics improve infants’ memory for melodies? In the current study, we are investigating whether the presence of a consistent text aids in the learning of a novel melody. Methods: In Experiment 1, 7-month-old infants were familiarized with repetitions of two text-free five-note melodies, sung by a trained singer. After familiarization, test trials were presented; half of the test trials consisted of the melodies the infants were familiarized with, and half were novel melodies (in which the 2nd and 4th notes of the melody were inverted). We are currently running Experiment 2, which is identical to Experiment 1, except that each melody is paired with a unique, consistent text (a string of five digits), sung by the same singer as Experiment 1. Experiment 3 will be identical to Experiment 2, except that the texts and melodies will be uncorrelated, ensuring that the melodies are not associated with any specific word sequences. Key Results: Infants in Experiment 1 listened significantly longer to the familiar test items than the novel test items (p<.05). We are currently in the process of running Experiments 2 and 3. Conclusions: The results from Experiment 1 indicate that infants learned the text-free melodies presented during familiarization. Due to the additional structural cue provided by the consistent text in Experiment 2, we hypothesize that infants will be successful at differentiating between the familiar and novel melodies in the consistent text condition, as in Experiment 1. In particular, we expect a significant novelty preference, suggesting that infants found the correlated cue condition (Experiment 2) easier to learn than the single cue condition (Experiment 1), where we observed a familiarity preference. However, because there are no correlated cues present in the variable text sequences presented in Experiment 3, we predict that the infants should be less successful at learning the presented melodies (no preference).

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