Use of explicit priming to phenotype absolute pitch ability

Musicians with absolute pitch (AP) can name the pitch of a musical note in isolation. Expression of this unusual ability is thought to be influenced by heritability, early music training and current practice. However, our understanding of factors shaping its expression is hampered by testing and scoring methods that treat AP as dichotomous. These fail to capture the observed variability in pitch-naming accuracy among reported AP possessors. The aim of this study was to trial a novel explicit priming paradigm to explore phenotypic variability of AP. Thirty-five musically experienced individuals (M-age = 29 years, range 18-68; 14 males) with varying AP ability completed a standard AP task and the explicit priming AP task. Results showed: 1) phenotypic variability of AP ability, including high-accuracy AP, heterogeneous intermediate performers, and chance-level performers; 2) intermediate performance profiles that were either reliant on or independent of relative pitch strategies, as identified by the priming task; and 3) the emergence of a bimodal distribution of AP performance when adopting scoring criteria that assign credit to semitone errors. These findings show the importance of methods in studying behavioural traits, and are a key step towards identifying AP phenotypes. Replication of our results in larger samples will further establish the usefulness of this priming paradigm in AP research.

Automated summary

This study aimed to explore the phenotypic variability of absolute pitch (AP) using a novel explicit priming paradigm. The results showed that AP ability exhibited phenotypic variability, with some performers achieving high accuracy, some showing intermediate performance, and others performing at chance level. The performance profiles of intermediate performers were found to be either reliant on or independent of relative pitch strategies, as identified by the priming task. Additionally, a bimodal distribution of AP performance emerged under scoring criteria that assigned credit to semitone errors. These findings highlight the importance of methods in studying behavioral traits and contribute to the identification of AP phenotypes.