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Music Preference 22 more than anything to egotistical self-promotion. The encounter with this single fact has essentially created his opinion on the subject. The classical music connoisseur, with a background of knowledge about Gould and Beethoven and strongly held opinions about both of them, reads the comments with a smile that adds a significant detail to her understanding of Gould. She recognizes, as well, that there is a germ of truth in Gould's observations about Beethoven's reputation and ego, but these are factors with but a minor effect on her already well-considered evaluation of Beethoven's character and stature. The unknowledgeable person has clearly had his opinions shaped to a much greater degree than the connoisseur by reading Gould's statement. His synaptic weights have changed much more than the connoisseurs'. Yet has the unknowledgeable person or the connoisseur really learned more? The connoisseur has displayed a relatively minor shift in synaptic weights, yet the end result is that she sees the statement in a much richer context and understands it in much greater depth. Gould's statement adds small, but significant, details to her understanding of both Gould and Beethoven. The unknowledgeable person, on the other hand, has added a great deal to his store of knowledge, but this new knowledge is based on a single statement that is exaggerated and to some degree false. The unknowledgeable person now has much more knowledge about Beethoven than he did before reading the statement. Unfortunately, this new knowledge is to a large degree distorted, inaccurate, lacking context, and misleading. The connoisseur (the mature neural network), precisely because of her firmly held knowledge and strong opinions, has learned from Gould's statement accurate information in
Music Preference 23 greater depth. The unknowledgeable person (the immature neural network) has accumulated from the statement a crude and inaccurate knowledge, which, if it is to be useful, must be greatly refined by future knowledge. "Our decreasing ability to accept new things is essential in the making of sophisticated taste"; if attitude remains too flexible and new knowledge is not measured against previously held knowledge and beliefs, "we can only perceive things crudely." (Mok, para. 2). That is the insight the study of neural networks gives to the theory of learning. Why different models of attitude change may apply to different areas of attitude. The neural network model of learning also suggests why the different hypotheses of attitude change may apply to different areas of attitude. In areas in which a high degree of refinement in learning is desirable, the impressionable years model or the aging stability model would apply. The decreasing variability of preference over the lifespan allows highly refined learning to develop. In areas in which quick adaptability to changing situation is necessary over the entire lifespan, and in which this quick adaptability is more important than refined and detailed knowledge, the lifelong openness model would apply. In music and most other arts, detailed knowledge and refined taste are highly valued in most cultures. On the other hand, there are few survival situations in which quick adaptability in artistic tastes would be crucial. Thus, musical taste tends to follow the impressionable years model or aging stability model. A contrasting area of attitude is that of political policies. Markus (1986) found in studying opinions of policies over a nine-year time period that subjects' opinions of policies often changed, yet the subjects most often did not believe that they had changed their opinions. Subjects simply altered their recollections of previous opinions to match current opinions. Here
Page 1 and 2: Can Musicians Alter the Music Prefe
Page 3 and 4: The Musician Introduction Why Influ
Page 5 and 6: Music Preference 5 across musical g
Page 7 and 8: Music Preference 7 easier to manipu
Page 9 and 10: Music Preference 9 training and hig
Page 11 and 12: Music Preference 11 listening group
Page 13 and 14: Music Preference 13 4. Are there mu
Page 15 and 16: Music Preference 15 Stipp (1990) ag
Page 17 and 18: Music Preference 17 Berkeley, 1997)
Page 19 and 20: Music Preference 19 is the hardenin
Page 21: Music Preference 21 less. It simply
Page 25 and 26: Music Preference 25 may develop a d
Page 27 and 28: Music Preference 27 results in the
Page 29 and 30: Music Preference 29 Presentations i
Page 31 and 32: Music Preference 31 21-80, 53% indi
Page 33 and 34: Music Preference 33 Considering the
Page 35 and 36: Music Preference 35 applied to each
Page 37 and 38: Questions Music Preference 37 Quest
Page 39 and 40: Music Preference 39 "Performer was
Page 41 and 42: Music Preference 41 Equally remarka
Page 43 and 44: School audiences. Music Preference
Page 45 and 46: Music Preference 45 the students ar
Page 47 and 48: Music Preference 47 Question 4: Do
Page 49 and 50: Music Preference 49 concert was hel
Page 51 and 52: Music Preference 51 4. For some sub
Page 53 and 54: Music Preference 53 correct, audien
Page 55 and 56: Table 1 Age Distribution of Recital
Page 57 and 58: Table 3 Latin-Square Experimental D
Page 63 and 64: Table 9 Music Preference 63 Repeate
Page 65 and 66: Table 11 Preference Ratings by Age
Page 67 and 68: Table 13 Preference Ratings by Age
Page 69 and 70: Table 15 Music Preference 69 Elemen
Page 71 and 72: Table 17 Music Preference 71 Intera
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Preference Rating 4.4 4.2 4.0 3.8 3
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WORKS CITED Music Preference 75 Alp
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Music Preference 77 Fung, C. K. V.
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Music Preference 79 LeBlanc, A., Co
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Music Preference 81 Rubin D. C., Ra
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Appendix A Outlines of Information
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Outline of informational introducti
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Music Preference 87 The final movem
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Music Preference 89
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Music Preference 91
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Music Preference 93
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Appendix E Recital program used for
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