Test Questions | Chapter 11 Music and Speech Perception 6e - Updated Test Bank | Sensation & Perception 6e Wolfe by Jeremy Wolfe. DOCX document preview.
Test Bank
by Evan M. Palmer
to accompany
Sensation & Perception, Sixth Edition
Wolfe • Kluender • Levi • Bartoshuk • Herz • Klatzky • Merfeld
Chapter 11: Music and Speech Perception
Multiple Choice
1. _______ is the psychological aspect of a sound, related mainly to perceived frequency.
a. Chroma
b. Sound
c. Tone
d. Octave
e. Pitch
Textbook Reference: 11.1 Music
Learning Objective: 11.1.1 Describe the musical helix and how it relates to the concepts of tone height, tone chroma, octaves, and chords.
Bloom’s Level: 1. Remembering
2. An octave is the
a. amplitude of a piece of music.
b. interval between two sound frequencies having a ratio of 2:1.
c. frequency range of a particular piece of music.
d. musical distance between two chords.
e. absolute frequency difference between two notes in the same interval.
Textbook Reference: 11.1 Music
Learning Objective: 11.1.1 Describe the musical helix and how it relates to the concepts of tone height, tone chroma, octaves, and chords.
Bloom’s Level: 1. Remembering
3. _______ is a sound quality whereby a sound is heard to be of higher or lower pitch.
a. Tone height
b. Octave
c. Tone chroma
d. Musical pitch
e. Missing fundamental
Textbook Reference: 11.1 Music
Learning Objective: 11.1.1 Describe the musical helix and how it relates to the concepts of tone height, tone chroma, octaves, and chords.
Bloom’s Level: 2. Understanding
4. If the frequency of a sound is doubled, what happens to the tone height and tone chroma of the sound?
a. The tone height increases and the tone chroma increases.
b. The tone height increases and the tone chroma decreases.
c. The tone height increases but the tone chroma stays the same.
d. The tone height decreases and the tone chroma stays the same.
e. The tone height decreases and the tone chroma decreases.
Textbook Reference: 11.1 Music
Learning Objective: 11.1.1 Describe the musical helix and how it relates to the concepts of tone height, tone chroma, octaves, and chords.
Bloom’s Level: 3. Applying
5. Which sound frequency would have the most similar tone chroma to a 220-Hz tone?
a. 200 Hz
b. 320 Hz
c. 400 Hz
d. 440 Hz
e. 500 Hz
Textbook Reference: 11.1 Music
Learning Objective: 11.1.1 Describe the musical helix and how it relates to the concepts of tone height, tone chroma, octaves, and chords.
Bloom’s Level: 3. Applying
6. _______ is a sound quality shared by tones that have the same octave interval.
a. Tone height
b. Chord
c. Tone chroma
d. Musical pitch
e. Missing fundamental
Textbook Reference: 11.1 Music
Learning Objective: 11.1.1 Describe the musical helix and how it relates to the concepts of tone height, tone chroma, octaves, and chords.
Bloom’s Level: 1. Remembering
7. Refer to the figure.
The vertical arrow refers to the
a. tone chroma.
b. musical scale.
c. frequency range.
d. tone height.
e. timbre.
Textbook Reference: 11.1 Music
Learning Objective: 11.1.1 Describe the musical helix and how it relates to the concepts of tone height, tone chroma, octaves, and chords.
Bloom’s Level: 2. Understanding
8. Refer to the figure.
The colors of the ribbon refer to the
a. tone chroma.
b. musical scale.
c. frequency range.
d. tone height.
e. timbre.
Textbook Reference: 11.1 Music
Learning Objective: 11.1.1 Describe the musical helix and how it relates to the concepts of tone height, tone chroma, octaves, and chords.
Bloom’s Level: 2. Understanding
9. A _______ is a combination of three or more musical notes with different pitches played simultaneously.
a. melody
b. tempo
c. chord
d. sonata
e. tone
Textbook Reference: 11.1 Music
Learning Objective: 11.1.1 Describe the musical helix and how it relates to the concepts of tone height, tone chroma, octaves, and chords.
Bloom’s Level: 1. Remembering
10. What is the effect of culture on the perception of music?
a. People who are from cultures without music cannot perceive tone chroma.
b. People who are from cultures without music cannot perceive tone height.
c. People from all cultures hear musical notes in the same way.
d. People tend to hear musical notes in ways that are dependent on their genetic heritage.
e. People tend to hear musical notes in ways that correspond to their culture.
Textbook Reference: 11.1 Music
Learning Objective: 11.1.2 Describe some of the cultural differences in music scales and absolute pitch.
Bloom’s Level: 2. Understanding
11. Suppose a new culture is discovered that has nine notes per octave in their musical scale, as opposed to the seven notes per octave in traditional Western music. What might we predict about their hearing of pitches?
a. They will perceive a wider range of pitches that qualify for a given note.
b. They will perceive a narrower range of pitches that qualify for a given note.
c. They will perceive the same range of pitches that qualify for a given note.
d. After a few moments listening to music in the seven-note Western scale, their hearing of pitches will switch over to the Western scale.
e. They will have difficulty hearing the difference between consonant and dissonant chords.
Textbook Reference: 11.1 Music
Learning Objective: 11.1.2 Describe some of the cultural differences in music scales and absolute pitch.
Bloom’s Level: 5. Evaluating
12. The rare ability whereby some people are able to very accurately name or produce notes without comparison to other notes is called _______ pitch.
a. direct
b. natural
c. absolute
d. relative
e. super
Textbook Reference: 11.1 Music
Learning Objective: 11.1.2 Describe some of the cultural differences in music scales and absolute pitch.
Bloom’s Level: 2. Understanding
13. A person who can tune a guitar or piano by ear alone, without using an electronic tuning device, has _______ pitch.
a. direct
b. absolute
c. natural
d. super
e. relative
Textbook Reference: 11.1 Music
Learning Objective: 11.1.2 Describe some of the cultural differences in music scales and absolute pitch.
Bloom’s Level: 3. Applying
14. A melody is defined by the _______, rather than by an exact sequence of sound frequencies.
a. tempo
b. chords
c. increasing frequency pattern
d. pattern of rises and falls in pitch
e. tone height
Textbook Reference: 11.1 Music
Learning Objective: 11.1.3 Explain the musical concepts of melody, tempo, rhythm, and syncopation.
Bloom’s Level: 2. Understanding
15. If you transform a sequence of notes by raising all of their frequencies by exactly 100 Hz, which aspect would not change?
a. Melody
b. Tone height
c. Tone chroma
d. Pitch
e. Musical scale
Textbook Reference: 11.1 Music
Learning Objective: 11.1.3 Explain the musical concepts of melody, tempo, rhythm, and syncopation.
Bloom’s Level: 3. Applying
16. _______ is the perceived speed of the presentation of sounds.
a. Melody
b. Pitch
c. Tempo
d. Musical scale
e. Octave
Textbook Reference: 11.1 Music
Learning Objective: 11.1.3 Explain the musical concepts of melody, tempo, rhythm, and syncopation.
Bloom’s Level: 1. Remembering
17. Refer to the figure.
According to the figure, when two rhythms are played together
a. one rhythm tends to dominate, and the nondominant rhythm is perceptually adjusted to correspond to the dominant rhythm.
b. one rhythm tends to dominate, and the dominant rhythm is perceptually adjusted to correspond to the nondominant rhythm.
c. neither rhythm dominates.
d. the rhythm with the higher frequency dominates.
e. the rhythm with the richer tone chroma dominates.
Textbook Reference: 11.1 Music
Learning Objective: 11.1.3 Explain the musical concepts of melody, tempo, rhythm, and syncopation.
Bloom’s Level: 2. Understanding
18. _______ is a deviation from a regular rhythm.
a. Phonation
b. Articulation
c. Modulation
d. Syncopation
e. Coarticulation
Textbook Reference: 11.1 Music
Learning Objective: 11.1.3 Explain the musical concepts of melody, tempo, rhythm, and syncopation.
Bloom’s Level: 1. Remembering
19. Jazz musicians often “swing” the timing of when they play notes in a song such that there is a systematic deviation from the regular rhythm. This is an example of
a. syncopation.
b. articulation.
c. modulation.
d. phonation.
e. coarticulation.
Textbook Reference: 11.1 Music
Learning Objective: 11.1.3 Explain the musical concepts of melody, tempo, rhythm, and syncopation.
Bloom’s Level: 3. Applying
20. Refer to the figure.
In the figure, phonation occurs in the
a. oral tract.
b. larynx.
c. vocal folds.
d. lungs.
e. esophagus.
Textbook Reference: 11.2 Speech
Learning Objective: 11.2.1 Describe how speech sounds are produced using respiration, phonation, and articulation.
Bloom’s Level: 2. Understanding
21. Which part of speed production would be most affected if the vocal folds are anesthetized to be immobile?
a. Respiration
b. Phonation
c. Articulation
d. Enunciation
e. Syncopation
Textbook Reference: 11.2 Speech
Learning Objective: 11.2.1 Describe how speech sounds are produced using respiration, phonation, and articulation.
Bloom’s Level: 4. Analyzing
22. _______ is the process through which the vocal folds are made to vibrate when air pushes out of the lungs.
a. Articulation
b. Phonation
c. Enunciation
d. Syncopation
e. Respiration
Textbook Reference: 11.2 Speech
Learning Objective: 11.2.1 Describe how speech sounds are produced using respiration, phonation, and articulation.
Bloom’s Level: 1. Remembering
23. The _______ is the airway above the larynx that is used for the production of speech and includes the oral and nasal tracts.
a. throat
b. esophagus
c. trachea
d. epiglottis
e. vocal tract
Textbook Reference: 11.2 Speech
Learning Objective: 11.2.1 Describe how speech sounds are produced using respiration, phonation, and articulation.
Bloom’s Level: 1. Remembering
24. To initiate speech sound, the _______ pushes air out of the lungs, through the trachea, and up to the larynx.
a. diaphragm
b. tongue
c. palate
d. oral tract
e. esophagus
Textbook Reference: 11.2 Speech
Learning Objective: 11.2.1 Describe how speech sounds are produced using respiration, phonation, and articulation.
Bloom’s Level: 2. Understanding
25. Snoring happens during sleep because air is pushed out from the lungs and the _______ is/are engaged, thus making noise.
a. diaphragm
b. esophagus
c. soft palate
d. vocal folds
e. oral tract
Textbook Reference: 11.2 Speech
Learning Objective: 11.2.1 Describe how speech sounds are produced using respiration, phonation, and articulation.
Bloom’s Level: 3. Applying
26. The three basic components of the production of speech are respiration, phonation, and
a. resonation.
b. tempo perception.
c. articulation.
d. rhythm keeping.
e. melody.
Textbook Reference: 11.2 Speech
Learning Objective: 11.2.1 Describe how speech sounds are produced using respiration, phonation, and articulation.
Bloom’s Level: 2. Understanding
27. _______ is the act or manner of producing speech sound using the vocal tract.
a. Articulation
b. Phonation
c. Enunciation
d. Resonation
e. Voicing
Textbook Reference: 11.2 Speech
Learning Objective: 11.2.1 Describe how speech sounds are produced using respiration, phonation, and articulation.
Bloom’s Level: 1. Remembering
28. Each consonant we produce can be classified according to three articulatory dimensions: place of articulation, manner of articulation, and
a. coarticulation.
b. phonation.
c. resonation of sound.
d. voicing.
e. formants.
Textbook Reference: 11.2 Speech
Learning Objective: 11.2.1 Describe how speech sounds are produced using respiration, phonation, and articulation.
Bloom’s Level: 2. Understanding
29. Refer to the graph.
In this graph, the peaks are referred to as
a. troughs.
b. formants.
c. sine waves.
d. positive values.
e. maxima.
Textbook Reference: 11.2 Speech
Learning Objective: 11.2.2 Explain how speech sounds are visualized in a spectrogram.
Bloom’s Level: 2. Understanding
30. A(n) _______ is a pattern for sound analysis that provides a three-dimensional display, plotting time on the horizontal axis, frequency on the vertical axis, and intensity in color or gray scale?
a. vocalization plot
b. sine wave
c. encephalogram
d. cartogram
e. spectrogram
Textbook Reference: 11.2 Speech
Learning Objective: 11.2.2 Explain how speech sounds are visualized in a spectrogram.
Bloom’s Level: 2. Understanding
31. Refer to the figure.
This figure shows _______ of sounds.
a. graphs
b. frequencies
c. articulations
d. spectrograms
e. vocalization plots
Textbook Reference: 11.2 Speech
Learning Objective: 11.2.2 Explain how speech sounds are visualized in a spectrogram.
Bloom’s Level: 2. Understanding
32. The phenomenon in speech whereby attributes of successive speech units overlap in articulatory or acoustic patterns is known as
a. articulation.
b. coarticulation.
c. voicing.
d. obstruction.
e. resonance.
Textbook Reference: 11.2 Speech
Learning Objective: 11.2.3 Describe how coarticulation affects speech perception.
Bloom’s Level: 2. Understanding
33. Understanding human speech is a challenge for computers because the same phoneme might be pronounced differently depending on the phonemes coming before or after it. This is called
a. voicing.
b. resonance.
c. obstruction.
d. articulation.
e. coarticulation.
Textbook Reference: 11.2 Speech
Learning Objective: 11.2.3 Describe how coarticulation affects speech perception.
Bloom’s Level: 3. Applying
34. In categorical perception, listeners
a. discriminate sounds that are labeled differently.
b. discriminate the intensity of sounds.
c. articulate various sounds.
d. choose the correct sound.
e. recognize melodies.
Textbook Reference: 11.2 Speech
Learning Objective: 11.2.3 Describe how coarticulation affects speech perception.
Bloom’s Level: 2. Understanding
35. The theory stating that the processes used to produce speech are run in reverse to understand speech is called the _______ theory.
a. special speech
b. speech-specific
c. motor
d. speech perception
e. melodic inference
Textbook Reference: 11.2 Speech
Learning Objective: 11.2.4 Describe some of the ways that auditory perception is affected by learning.
Bloom’s Level: 1. Remembering
36. _______ is the phenomenon whereby a person repeats the sound “gah” while the sound “bah” comes from a speaker and the observer hears the sound “dah”?
a. The phonemic restoration effect
b. The McGurk effect
c. The speech continuity effect
d. The cone of confusion
e. Noncategorical perception
Textbook Reference: 11.2 Speech
Learning Objective: 11.2.5 Explain how visual cues can affect how speech sounds are heard.
Bloom’s Level: 2. Understanding
37. Refer to the figure.
This figure demonstrates the concept of
a. transformation.
b. blending.
c. articulation.
d. contrast.
e. categorical perception.
Textbook Reference: 11.2 Speech
Learning Objective: 11.2.4 Describe some of the ways that auditory perception is affected by learning.
Bloom’s Level: 2. Understanding
38. Amazing evidence supporting the idea of “learning to listen” comes from
a. dogs.
b. newborns.
c. the elderly.
d. stroke patients.
e. monkeys.
Textbook Reference: 11.2 Speech
Learning Objective: 11.2.4 Describe some of the ways that auditory perception is affected by learning.
Bloom’s Level: 2. Understanding
39. If someone listens to a series of phonemes that smoothly and continuously morphs between “bah” and “dah” in four steps, she most likely hears
a. sounds in the middle as a combination of “bah” and “dah.”
b. all of the sounds as “bah.”
c. all of the sounds as “dah.”
d. the sounds in the middle as either “bah” or “dah.”
e. the sounds in the middle as “lah.”
Textbook Reference: 11.2 Speech
Learning Objective: 11.2.4 Describe some of the ways that auditory perception is affected by learning.
Bloom’s Level: 3. Applying
40. Native listeners learn to
a. pronounce all possible sounds in all languages.
b. pronounce vowels first.
c. listen attentively to foreign languages.
d. filter out irrelevant acoustic information.
e. pronounce consonants first.
Textbook Reference: 11.2 Speech
Learning Objective: 11.2.4 Describe some of the ways that auditory perception is affected by learning.
Bloom’s Level: 2. Understanding
41. Suppose a baby grows up in a home with its parents and grandparents. The parents speak one language and the grandparents speak another, so the baby hears both languages in the home. What will most likely happen to the baby’s ability to perceive and produce phonemes from the two languages at about one year old?
a. The baby will be able to perceive and produce phonemes from the parents’ language but not the grandparents’ language.
b. The baby will be able to perceive and produce phonemes from the grandparents’ language but not the parents’ language.
c. The baby will be able to perceive and produce phonemes from both languages.
d. The baby will not be able to perceive and produce phonemes from either language.
e. The baby will be able to perceive and produce phonemes from every language in the world, including languages not heard in the home.
Textbook Reference: 11.2 Speech
Learning Objective: 11.2.4 Describe some of the ways that auditory perception is affected by learning.
Bloom’s Level: 3. Applying
42. After listening to manufactured sentence streams such as tupirogolabudapikutilado-golabutupirotiladodapiku for just two minutes, infants
a. stopped responding to words in their native language.
b. learned how to articulate new sounds.
c. can repeat the phrase perfectly.
d. listen more intently to words from the stream than to novel words.
e. listen more intently to novel words than words from the stream.
Textbook Reference: 11.2 Speech
Learning Objective: 11.2.4 Describe some of the ways that auditory perception is affected by learning.
Bloom’s Level: 3. Applying
43. The development of _______ has made it possible for us to learn about how speech is processed in the brain.
a. spectrograms
b. frequency graphs
c. imaging techniques
d. speech indicators
e. Fourier analysis
Textbook Reference: 11.2 Speech
Learning Objective: 11.2.4 Describe some of the ways that auditory perception is affected by learning.
Bloom’s Level: 2. Understanding
44. If you image the brain of somebody who was listening to speech, what lobe of the brain is the most active?
a. Frontal
b. Temporal
c. Parietal
d. Medial
e. Occipital
Textbook Reference: 11.2 Speech
Learning Objective: 11.2.4 Describe some of the ways that auditory perception is affected by learning.
Bloom’s Level: 3. Applying
Short Answer
45. Explain the concepts of tone height and tone chroma.
Textbook Reference: 11.1 Music
Learning Objective: 11.1.1 Describe the musical helix and how it relates to the concepts of tone height, tone chroma, octaves, and chords.
Bloom’s Level: 2. Understanding
46. What are chords, and what makes some chords sound “better” than others?
Textbook Reference: 11.1 Music
Learning Objective: 11.1.1 Describe the musical helix and how it relates to the concepts of tone height, tone chroma, octaves, and chords.
Bloom’s Level: 2. Understanding
47. What is syncopation and what does it have to do with rhythm?
Textbook Reference: 11.1 Music
Learning Objective: 11.1.3 Explain the musical concepts of melody, tempo, rhythm, and syncopation.
Bloom’s Level: 2. Understanding
48. How do children learn to recognize speech sounds?
Textbook Reference: 11.2 Speech
Learning Objective: 11.2.4 Describe some of the ways that auditory perception is affected by learning.
Bloom’s Level: 2. Understanding
Essay
49. What are some influences of culture on music perception?
Textbook Reference: 11.1 Music
Learning Objective: 11.1.2 Describe some of the cultural differences in music scales and absolute pitch.
Bloom’s Level: 4. Analyzing
50. Describe the processes of respiration, phonation, and articulation in speech production.
Textbook Reference: 11.2 Speech
Learning Objective: 11.2.1 Describe how speech sounds are produced using respiration, phonation, and articulation.
Bloom’s Level: 4. Analyzing
51. What is the concept of categorical perception, how is it measured, and what does it have to do with speech perception?
Textbook Reference: 11.2 Speech
Learning Objective: 11.2.3 Describe how coarticulation affects speech perception.
Bloom’s Level: 5. Evaluating
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Updated Test Bank | Sensation & Perception 6e Wolfe
By Jeremy Wolfe