Subject: Re: [AUDITORY] Research in Auditory Processing From: =?UTF-8?B?UGF3ZcWCIEt1xZttaWVyZWs=?= <pawel.kusmierek@xxxxxxxx> Date: Wed, 13 Mar 2019 05:37:38 -0400 List-Archive:<http://lists.mcgill.ca/scripts/wa.exe?LIST=AUDITORY>--000000000000ea30390583f68f0d Content-Type: text/plain; charset="UTF-8" Content-Transfer-Encoding: quoted-printable I have not been following this thread so far, but looking back I do not see two JASA papers of Roffler and Bulter from 1968 mentioned, they are probably relevant... If they have been mentioned, sorry for the redundancy! Pawel On Wed, Mar 13, 2019 at 12:06 AM Jonathan Berger <brg@xxxxxxxx> wrote: > Unless you are a 'cellist. When my 4 year old daughter started playing sh= e > was flummoxed by the notion that playing lower pitch meant rising on the > fingerboard and vice versa. > > - jonathan > --- > > Jonathan Berger > The Denning Family Provostial Professor in Music > Bass University Fellow in Undergraduate Education > Stanford University > > http://jonathanberger.net > > On 2019-03-12 04:56, Axel Roebel wrote: > > Hello > > On 11/03/19 13:01, Peter Lennox wrote: > > But I'm not sure that it's as intuitive to equate higher pitch=3D greater > quantity. I mean, I can grasp it visually (I suppose one could try for an > evolutionary argument =E2=80=93 a higher pile=3D a greater quantity, or s= ome such). > > I am all for the evolutionary argument! In fact if you see this from a ph= ysical perspective (us living in a world) then larger bodies make lower > sounds. So the relation high =3D large cannot be linked to a predominant = world experience (besides for musicians - see Neuhoff 2002 (:-) - but also = for > musicians a high note is produced by a smaller instrument, so it depends = on the context the person uses to interpret the data). For visual > presentations it seems hard to find situations where you need to look up = for something smaller. > > Best > Axel > > --000000000000ea30390583f68f0d Content-Type: text/html; charset="UTF-8" Content-Transfer-Encoding: quoted-printable <div dir=3D"ltr">I have not been following this thread so far, but looking = back I do not see two JASA papers of Roffler and Bulter from 1968 mentioned= , they are probably relevant... If they have been mentioned, sorry for the = redundancy!<div><br></div><div>Pawel</div></div><br><div class=3D"gmail_quo= te"><div dir=3D"ltr" class=3D"gmail_attr">On Wed, Mar 13, 2019 at 12:06 AM = Jonathan Berger <<a href=3D"mailto:brg@xxxxxxxx" target=3D"_bl= ank">brg@xxxxxxxx</a>> wrote:<br></div><blockquote class=3D"gm= ail_quote" style=3D"margin:0px 0px 0px 0.8ex;border-left:1px solid rgb(204,= 204,204);padding-left:1ex"><u></u> <div style=3D"font-size:10pt;font-family:Verdana,Geneva,sans-serif"> <p>Unless you are a 'cellist. When my 4 year old daughter started playi= ng she was flummoxed by the notion that playing lower pitch meant rising on= the fingerboard and vice versa.</p> <p><span style=3D"font-size:10pt">- jonathan=C2=A0</span></p> <div>---<br> <pre>Jonathan Berger<br>The Denning Family Provostial Professor in Music<br= ><span>Bass University Fellow in Undergraduate Education</span><br>Stanford= University<br><br><a title=3D"http://jonathanberger.net" href=3D"http://jo= nathanberger.net" target=3D"_blank">http://jonathanberger.net</a></pre> </div> <p>On 2019-03-12 04:56, Axel Roebel wrote:</p> <blockquote type=3D"cite" style=3D"padding-left:5px;border-left:2px solid r= gb(16,16,255);margin-left:5px"> <pre>Hello On 11/03/19 13:01, Peter Lennox wrote:</pre> <blockquote type=3D"cite" style=3D"padding-left:5px;border-left:2px solid r= gb(16,16,255);margin-left:5px">But I'm not sure that it's as intuit= ive to equate higher pitch=3D greater quantity. I mean, I can grasp it visu= ally (I suppose one could try for an evolutionary argument =E2=80=93 a high= er pile=3D a greater quantity, or some such).</blockquote> <pre>I am all for the evolutionary argument! In fact if you see this from a= physical perspective (us living in a world) then larger bodies make lower sounds. So the relation high =3D large cannot be linked to a predominant wo= rld experience (besides for musicians - see Neuhoff 2002 (:-) - but also fo= r musicians a high note is produced by a smaller instrument, so it depends on= the context the person uses to interpret the data). For visual presentations it seems hard to find situations where you need to look up fo= r something smaller. Best Axel </pre> </blockquote> </div> </blockquote></div> --000000000000ea30390583f68f0d--