These questions are about imagining sounds.
There are 3 pages in the survey. For each one, read and follow its
instructions and then answer its questions. Only fully completed surveys (all pages) will be accepted.
The third page involves listening to sound recordings and requires headphones.
Page 1 of 3
Please fill out the following information:
Sex:
Age:
How many years of formal private instrumental or voice lessons have you had?
How many additional years of other musical experience (ensemble participation, self-taught, composing, etc.) have you had?
Occupation:
The following scale is designed to measure auditory imagery, or the way in which you "think about sounds in your head." For the following items you are asked to do the following:
Read the item and consider whether you think of an image of the described sound in your head. Then rate the vividness of your image using the following "Vividness Rating Scale." If no image is generated, give a rating of 1.
Please feel free to use all of the levels in the scale when selecting your ratings.
Vividness Rating Scale:
| 1 | 2 | 3 | 4 | 5 | 6 | 7 |
No Image
Present At All | | | Fairly Vivid | | | As Vivid As
Actual Sound |
| Vividness
Rating |
| 1. For the first item, consider the beginning of the song "Happy Birthday." | |
| The sound of a trumpet beginning the piece. |
|
| 2. For the next item, consider ordering something over the phone. | |
| The voice of an elderly clerk assisting you. |
|
| 3. For the next item, consider being at the beach. | |
| The sound of the waves crashing against nearby rocks. |
|
| 4. For the next item, consider going to a dentist appointment. | |
| The loud sound of the dentist's drill. |
|
| 5. For the next item, consider being present at a jazz club. | |
| The sound of a saxophone solo. |
|
| 6. For the next item, consider being at a live baseball game. | |
| The cheer of the crowd as a player hits the ball. |
|
| 7. For the next item, consider attending a choir rehearsal. | |
| The sound of an all-children's choir singing the first verse of a song. |
|
| 8. For the next item, consider attending an orchestral performance of Beethoven's Fifth. | |
| The sound of the ensemble playing. |
|
| 9. For the next item, consider listening to a rain storm. | |
| The sound of gentle rain. |
|
| 10. For the next item, consider attending classes. | |
| The slow-paced voice of your English teacher. |
|
| 11. For the next item, consider seeing a live opera performance. | |
| The voice of an opera singer in the middle of a verse. |
|
| 12. For the next item, consider attending a new tap-dance performance. | |
| The sound of tap-shoes on the stage. |
|
| 13. For the next item, consider a kindergarten class. | |
| The voice of the teacher reading a story to the children. |
|
| 14. For the next item, consider driving in a car. | |
| The sound of an upbeat rock song on the radio. |
|
Page 2 of 3
The following scale is designed to measure auditory imagery, or the way in which you "think about sounds in your head." For the following pairs of items you are asked to do the following:
Read the first item (marked "a") and consider whether you think of an image of the described sound in your head. Then read the second item (marked "b") and consider how easily you could change your image of the first sound to that of the second sound and hold this image. Rate how easily you could make this change using the "Ease of Change Rating Scale." If no images are generated, give a rating of 1.
Please read "a" first and "b" second for each pair. It may be necessary to cover up "b" so that you focus first on "a" for each pair.
Please feel free to use all of the levels in each scale when selecting your ratings.
Ease of Change Rating Scale:
| 1 | 2 | 3 | 4 | 5 | 6 | 7 |
No Image
Present At All | | | Could Change
The Image,
But With Effort | | | Extremely Easy
To Change
The Image |
| Change Rating |
| 1. For the first pair, consider attending a choir rehearsal. | |
a. The sound of an all-children's choir singing the first verse of a song.
b. An all-adults' choir now sings the second verse of the song. |
|
| 2. For the next pair, consider being present at a jazz club. | |
a. The sound of a saxophone solo.
b. The saxophone is now accompanied by a piano. |
|
| 3. For the next pair, consider listening to a rain storm. | |
a. The sound of gentle rain.
b. The gentle rain turns into a violent thunderstorm. |
|
| 4. For the next pair, consider driving in a car. | |
a. The sound of an upbeat rock song on the radio.
b. The song is now masked by the sound of the car coming to a screeching halt. |
|
| 5. For the next pair, consider ordering something over the phone. | |
a. The voice of an elderly clerk assisting you.
b. The elderly clerk leaves and the voice of a younger clerk is now on the line. |
|
| 6. For the next pair, consider seeing a live opera performance. | |
a. The voice of an opera singer in the middle of a verse.
b. The opera singer now reaches the end of the piece and holds the final note. |
|
| 7. For the next pair, consider going to a dentist appointment. | |
a. The loud sound of the dentist's drill.
b. The drill stops and you can now hear the soothing voice of the receptionist. |
|
| 8. For the next pair, consider the beginning of the song "Happy Birthday." | |
a. The sound of a trumpet beginning the piece.
b. The trumpet stops and a violin continues the piece. |
|
| 9. For the next pair, consider attending an orchestral performance of Beethoven's Fifth. | |
a. The sound of the ensemble playing.
b. The ensemble stops but the sound of a piano solo is present. |
|
| 10. For the next pair, consider attending a new tap-dance performance. | |
a. The sound of tap-shoes on the stage.
b. The sound of the shoes speeds up and gets louder. |
|
| 11. For the next pair, consider being at a live baseball game. | |
a. The cheer of the crowd as a player hits the ball.
b. Now the crowd boos as the fielder catches the ball. |
|
| 12. For the next pair, consider a kindergarten class. | |
a. The voice of the teacher reading a story to the children.
b. The teacher stops reading for a minute to talk to another teacher. |
|
| 13. For the next pair, consider attending classes. | |
a. The slow-paced voice of your English teacher.
b. The pace of the teacher's voice gets faster at the end of class. |
|
| 14. For the next pair, consider being at the beach. | |
a. The sound of the waves crashing against nearby rocks.
b. The waves are now drowned out by the loud sound of a boat's horn out at sea. |
|
Page 3 of 3
Please use headphones while completing this part of the survey and play every audio file to completion. Some of the audio files are silent.
Please listen to each of the three sound files below. For each sound, indicate which of the adjectives listed accurately describe the sound by checking the adjacent boxes. You may check no boxes or multiple boxes for any of the sounds.
">
">
For each of the remaining questions, please listen to the first sound file below (Sound A). Then, play the second sound (Sound B) twice: the first time, read silently the phrase "mechanical turk mechanical turk" in your own voice while the sound plays; the second time, imagine Sound A while the B sound plays. Compare the loudness of your inner reading voice with the loudness of your imagined Sound A.
For each of the remaining questions, please listen to the first sound file below (Sound A). Then, play the second sound (Sound B) twice: the first time, imagine Sound A while the B sound plays; the second time, read silently the phrase "mechanical turk mechanical turk" in your own voice while the sound plays. Compare the loudness of your inner reading voice with the loudness of your imagined Sound A.
">
Sound A:
Sound B:
Inner voice louder
Imagined Sound A louder
Same loudness for both inner voice and imagined Sound A
Was anything about this survey confusing or difficult? Do you have any comments? Please answer in full sentences.