Cognitive and sensory expectations independently shape musical expectancy and pleasure
Vincent K M Cheung1,2,3, Peter M C Harrison4,5, Stefan Koelsch6
1Sony Computer Science Laboratories, Inc., Shinagawa-ku, Tokyo 141-0022, Japan.
None:
Expectation is crucial for our enjoyment of music, yet the underlying generative mechanisms remain unclear. While sensory models derive predictions based on local acoustic information in the auditory signal, cognitive models assume abstract knowledge of music structure acquired over the long term. To evaluate these two contrasting mechanisms, we compared simulations from four computational models of musical expectancy against subjective expectancy and pleasantness ratings of over 1000 chords sampled from 739 US Billboard pop songs. Bayesian model comparison revealed that listeners' expectancy and pleasantness ratings were predicted by the independent, non-overlapping, contributions of cognitive and sensory expectations. Furthermore, cognitive expectations explained over twice the variance in listeners' perceived surprise compared to sensory expectations, suggesting a larger relative importance of long-term representations of music structure over short-term sensory-acoustic information in musical expectancy. Our results thus emphasize the distinct, albeit complementary, roles of cognitive and sensory expectations in shaping musical pleasure, and suggest that this expectancy-driven mechanism depends on musical information represented at different levels of abstraction along the neural hierarchy. This article is part of the theme issue 'Art, aesthetics and predictive processing: theoretical and empirical perspectives'.
More Related Videos
Related Concept Videos
Factors Affecting Perception
An illustrative example of a perceptual set is the scenario where an airline pilot told...
Cognitive Theories: Schachter-Singer Theory of Emotion
Physiological Arousal and Cognitive Labeling
According to this theory, when an individual experiences...
Cognitive Learning
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...
Social Cognitive Perspective on Personality
Purposive Learning
Hindsight Biases


