Psychoacoustics & Aud Neuro
Run by School of Psychology
20 Credits or 10 ECTS Credits
Organiser: Dr Patricia Bestelmeyer
Overall aims and purpose
This module will provide an overview on how we hear (in a physiological sense) and which acoustic cues (e.g. pitch) we use to interpret the meaning of sound (How can you tell your boyfriend’s voice from your dad’s? If you can’t, email me!). This course builds up quickly from basic aspects of auditory cognition (e.g. sound localisation) to high-level aspects (e.g. voice or music perception).
This is a challenging, technical and multi-faceted module. Early lectures (1-4) will incorporate basic physics of sound, physiological basics of the auditory system as well as psychological theory trying to explain how we attribute meaning to sound “objects”. Later lectures (5-11) will cover the evolution of the auditory system, psychology and neuroscience of vocal attractiveness perception (What makes voices attractive?), vocal emotion perception (How can you tell your friend sounds happy on the phone?), accent perception (What does your accent say about you?), and the evolution and perception of music (What is music for? Why do we like it?). I will also discuss various types of pathology from lower-level hearing impairments (e.g. problems with the eardrum) to higher-level disorders such as amusia (the inability to discriminate even simple melodies) and phonagnosia (the inability to discriminate voices). Note that the module does not cover speech perception in any detail.
Lectures will cover a range of paradigms (e.g. adaptation) and techniques (e.g. psychophysics, neuroimaging) used to study auditory perception. Throughout the module I will discuss the similarities and differences between vision and audition (e.g. physiologically: auditory vs visual cortex; psychologically: voice vs face perception). The module will review classic papers in auditory psychology/neuroscience as well as the latest developments in this area.
Week 1 – The physics of sound
Week 2 – Auditory physiology
Week 3 – Perceptual experience of physical properties of sound
Week 4 – Auditory object perception
Week 5 – Comparative audition
Week 6 – No lecture but Oral Presentations
Week 7 – Voice production and perception
Week 8 – Vocal and facial attractiveness
Week 9 – Vocal emotion and accent perception
Week 10 – Music perception
Week 11 – When hearing goes wrong…
Adequate answer to the question, largely based on lecture material. No real development of arguments.
Reasonably comprehensive coverage. Well organised and structured. Good understanding of the material.
Comprehensive and accurate coverage of the area clarity of argument and expression. Depth of insight into theoretical issues.
Describe the chain of events from sound waves to entering the ear, to the processing of acoustic information by the brain and be aware of the controversies and theories that surround this process.
Understand how the auditory system perceives pitch, loudness, timbre and sound location.
Understand how pitch and timbre contribute to auditory object recognition.
Compare and contrast visual and auditory perception using current knowledge on face and voice perception as examples.
Compare, contrast and appreciate the different techniques and approaches available to the investigation of auditory perception as well as understand their limitations.
Give a critical presentation of a research article to peer-assessing fellow students.
Apply peer assessment skills to oral presentations of fellow students.
|INDIVIDUAL PRESENTATION||Critique of a research article (oral presentation)||30|
|EXAM||- short essays||70|
Teaching and Learning Strategy
- Literacy - Proficiency in reading and writing through a variety of media
- Numeracy - Proficiency in using numbers at appropriate levels of accuracy
- Computer Literacy - Proficiency in using a varied range of computer software
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Information retrieval - Able to access different and multiple sources of information
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
Subject specific skills
- Understand the scientific underpinnings of psychology as a discipline.
- Apply multiple perspectives to psychological issues and integrate ideas and findings across the multiple perspectives in psychology.
- Communicate psychological concepts effectively in written form.
- Communicate psychological concepts effectively in oral form.
- Be computer literate for the purpose of processing and disseminating psychological data and information.
- Retrieve and organise information effectively.
- Handle primary source material critically.
- Be sensitive and react appropriately to contextual and interpersonal psychological factors.
- Use effectively personal planning and project management skills.
- Work effectively under pressure (time pressure, limited resources, etc) as independent and pragmatic learners.
- Problem-solve by clarifying questions, considering alternative solutions, making critical judgements, and evaluating outcomes.
- Reason scientifically and demonstrate the relationship between theory and evidence.
- Understand and investigate the role of brain function in all human behaviour and experience.
- Comprehend and use psychological data effectively, demonstrating a systematic knowledge of the application and limitations of various research paradigms and techniques.
- Employ evidence-based reasoning and examine practical, theoretical and ethical issues associated with the use of different methodologies, paradigms and methods of analysis in psychology.
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/pcp-3008.html
Courses including this module
Compulsory in courses:
- C801: BSC Psychol w Neuropsychol year 3 (BSC/PSYN)
- C83B: BSc Psychology with Neuropsychology (4yr with Incorp Found) year 3 (BSC/PSYN1)
- C809: BSc Psychology with Neuropsy (with International Experience) year 4 (BSC/PSYNIE)
Optional in courses:
- X320: BA Astudiaethau Plentyndod ac Ieuenctid a Seicoleg year 3 (BA/APIS)
- MC98: BA Criminology/Psychology year 3 (BA/CRP)
- X319: BA Childhood and Youth Studies and Psychology year 3 (BA/CYP)
- CQ83: BA English Language & Psychology year 3 (BA/ELPSY)
- R181: BA French with Psychology (with International Experience) year 4 (BA/FPIE)
- R1C8: BA French with Psychology year 3 (BA/FPSY)
- R2C8: BA German with Psychology year 3 (BA/GPSY)
- Q1C8: BA Linguistics and Psychology year 3 (BA/LP)
- CL83: BA Sociology/Psychology year 3 (BA/PS)
- CL84: BA Social Policy/Psychology year 3 (BA/SPP)
- 6S26: BSc Neuropsychology year 3 (BSC/NI)
- C880: BSC Psych with Cl & Hlth Psych year 3 (BSC/PHS)
- C88B: BSc Psychology w Clin & Health Psy (4yr with Incorp Found) year 3 (BSC/PHS1)
- 8X44: BSc Psychology with Clinical & Health Psychology (Int Exp) year 4 (BSC/PHSIE)
- C804: BSc Psychology (with International Experience) year 4 (BSC/PIE)
- C800: BSC Psychology year 3 (BSC/PS)
- C81B: BSc Psychology (4 year with Incorporated Foundation) year 3 (BSC/PS1)
- C80F: BSc Psychology year 3 (BSC/PSF)
- C808: MSci Psychology with Clinical & Health Psychology year 3 (MSCI/PHS)
- C810: MSci Psychology with International Experience year 3 (MSCI/PIE)
- C807: MSci Psychology year 3 (MSCI/PS)