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Abstract

This paper has two distinct parts. Section 1 includes general discussion of the phenomenon of "absolute pitch" (AP), and presentation of various concepts concerning definitions of "full", "partial" and "pseudo" AP. Sections 2-4 include presentation of the experiment concerning frequency range in which absolute pitch appears, and discussion of the experimental results. The experiment was performed with participation of 9 AP experts selected from the population of 250 music students as best scoring in the pitch-naming piano-tone screening tests. Each subject had to recognize chromas of 108 pure tones representing the chromatic musical scale of nine octaves from E0 to D#9. The series of 108 tones was presented to each subject 60 times in random order, diotically, with loudness level about 65 phon. Percentage of correct recognitions (PC) for each tone was computed. The frequency range for the existence of absolute pitch in pure tones, perceived by sensitive AP possessors stretches usually over 5 octaves from about 130.6 Hz (C3) to about 3.951 Hz (B7). However, it was noted that in a single case, the upper boundary of AP was 9.397 Hz (D9). The split-halves method was applied to estimate the reliability of the obtained results.
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Abstract

The present work discusses results concerning sound perception obtained in a pitch memorization experiment for blind and visually impaired subjects (children and teenagers). Listeners were divided into two age groups: 7-13 year olds and 14-18 year olds. The study tested 20 individuals (8 congenitally blind and 12 visually impaired) and 20 sighted persons comprising reference groups. The duration of the experiments was as short as possible due to the fact that our listeners were children. To date, no study has described results of such experiment for blind/visually handicapped children and teenagers. In the pitch memory experiment blind teenagers outperformed blind children and both age groups of visually impaired subjects in two out of three tested cases. These results may have implications for the development of auditory training in orientation and mobility of young visually handicapped people.
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