# PWR-079 — Absolute and relational pitch memory: learner worksheet Release: Revision 7T · Full Tutorial Edition Estimated time: Estimated 29 min reading and worksheet pass Difficulty: Intermediate Equipment: Basic stationery or digital tools — Set A, played with one piano/tone sound at 500 ms per note and a 200-ms silent gap: A1 C4–D4–E4–D4 (UUD), A2 E4–D4–D4–F4 (DSU), A3 G4–E4–F4–F4 (DUS), A4 D4–D4–C4–E4 (SDU), A5 A4–C5–B4–D5 (UDU), A6 F4–E4–G4–F4 (DUD), A7 C5–B4–A4–A4 (DDS), A8 E4–G4–G4–F4 (USD). A helper codes files A1–A8 and hides the parenthesised contour key.; Transposed Set B with the same durations, sound and contour order: B1 F4–G4–A4–G4 (UUD), B2 A4–G4–G4–B4 (DSU), B3 C5–A4–B4–B4 (DUS), B4 G4–G4–F4–A4 (SDU), B5 D4–F4–E4–G4 (UDU), B6 B3–A3–C4–B3 (DUD), B7 F5–E5–D5–D5 (DDS), B8 A3–C4–C4–B3 (USD). Keep B sealed for at least 48 hours.; A 20-second interference strip numbered 1–20 with symbols ○ △ □ ○ ◇ △ ○ □ △ ◇ ○ □ ○ △ ◇ □ ○ △ □ ○. At one symbol per second, the learner says its position number only when it is ○; the helper or timer maintains the pace. No humming, finger tracing of pitch or note rehearsal occurs.; Three arrow cards U, D and S; a response sheet with sequence code, three-arrow response, confidence, three keyed transitions, first wrong position, error class and optional exact-note answer kept in a separate column. Space: Desk / seated Automated structural checklist: 10 of 10 structural checks present Evidence quality/context: G1; Detailed research depth Automated method-quality band: Comprehensive Method-rating basis: Structure coverage, instruction/check specificity, alternative distinctness, source troubleshooting, comparison depth and whether purpose/check fields are authored rather than derived. Editorial review: Pending manual editorial sign off ## Before you begin - [ ] I read the tutorial authority and stop conditions. - [ ] I have the required equipment/space or a declared accessible alternative. ## Canonical source context Pitch memory is more widespread than note naming, and some adults can learn the labels—without becoming musically superior. Relational pitch memory tracks whether notes went up, down or stayed similar, separate from naming exact pitches. The learner hears a four-note synthetic sequence once, completes a filled delay, reproduces its contour with arrows, humming or note relations, checks the reference and retests a new starting pitch. Adult absolute-pitch claims remain limited. Contour scoring includes intrusion analysis: a repeated old melody, reversed final interval or preserved rhythm with wrong pitch shape is marked separately from a complete memory failure. Target outcome: For eight supplied four-note sequences, the learner writes all three up/down/same transitions after a 20-second symbol task, classifies the first contour error, and later tests the same eight relational shapes from different starting notes. ### Authority and setup conditions - Choose relational contour as the main outcome; absolute note naming stays separate. - Set one comfortable level and fixed playback chain. - Use the same filled-delay duration and task. - Do not sing loudly or strain; humming is optional. ### Required or supplied materials - Set A, played with one piano/tone sound at 500 ms per note and a 200-ms silent gap: A1 C4–D4–E4–D4 (UUD), A2 E4–D4–D4–F4 (DSU), A3 G4–E4–F4–F4 (DUS), A4 D4–D4–C4–E4 (SDU), A5 A4–C5–B4–D5 (UDU), A6 F4–E4–G4–F4 (DUD), A7 C5–B4–A4–A4 (DDS), A8 E4–G4–G4–F4 (USD). A helper codes files A1–A8 and hides the parenthesised contour key. - Transposed Set B with the same durations, sound and contour order: B1 F4–G4–A4–G4 (UUD), B2 A4–G4–G4–B4 (DSU), B3 C5–A4–B4–B4 (DUS), B4 G4–G4–F4–A4 (SDU), B5 D4–F4–E4–G4 (UDU), B6 B3–A3–C4–B3 (DUD), B7 F5–E5–D5–D5 (DDS), B8 A3–C4–C4–B3 (USD). Keep B sealed for at least 48 hours. - A 20-second interference strip numbered 1–20 with symbols ○ △ □ ○ ◇ △ ○ □ △ ◇ ○ □ ○ △ ◇ □ ○ △ □ ○. At one symbol per second, the learner says its position number only when it is ○; the helper or timer maintains the pace. No humming, finger tracing of pitch or note rehearsal occurs. - Three arrow cards U, D and S; a response sheet with sequence code, three-arrow response, confidence, three keyed transitions, first wrong position, error class and optional exact-note answer kept in a separate column. ## 1. Learn contour symbols Practise up, down and same arrows on obvious two-note examples. Why: A shared notation lets non-singers show the relation. Success check: All practice relations are labelled correctly. Accessible alternative: Complete “Practise up, down and same arrows on obvious two-note examples.” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “All practice relations are labelled correctly.” Use a nonvisual filled-delay task and audio/tactile response system. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 2. Lock one exposure Play one coded A sequence once at the fixed level: each note lasts 500 ms and each inter-note silence lasts 200 ms. Cover the player when playback ends and do not loop it. Why: One exposure defines the memory demand. Success check: Play count is recorded as one. Accessible alternative: Complete “Play one coded A sequence once at the fixed level: each note lasts 500 ms and each inter-note silence lasts 200 ms. Cover the player when playback ends and do not loop it.” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “Play count is recorded as one.” Keep hearing devices and comfortable vocal range as declared supports. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 3. Fill the delay Immediately follow the numbered symbol strip at one symbol per second for 20 seconds, saying only the number of each ○. Do not hum, tap the contour or rehearse note names. Why: A filled delay reduces immediate echo and standardises retention time. Success check: Delay duration and task are completed. Accessible alternative: A visible, captioned or haptic version of “Immediately follow the numbered symbol strip at one symbol per second for 20 seconds, saying only the number of each ○. Do not hum, tap the contour or rehearse note names.” can rehearse the response sequence, but it removes the declared auditory stimulus and is therefore a related activity, not an equivalent attempt at Absolute and relational pitch memory. To preserve the target, keep the authored sound and adapt only non-target access such as response input, instructions, breaks or support; retain this success check: “Delay duration and task are completed.” Alternative relationship: Related alternative changes trained or measured target Learner notes: ________________________________________________________________________________ Completed: [ ] ## 4. Reproduce the relation Use three arrows, relative note labels, an instrument or gentle humming to show how note 2–4 moved from the previous note. Why: Contour is the intended memory, not exact frequency. Success check: A complete three-transition response is committed. Accessible alternative: A supported, seated, reduced-range or slower version of “Use three arrows, relative note labels, an instrument or gentle humming to show how note 2–4 moved from the previous note.” is equivalent only when it keeps the same trained or measured target, declared configuration and success check: “A complete three-transition response is committed.” If any of those change, record it as a related alternative rather than an equivalent repetition. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 5. Check transition by transition Reveal the reference and mark each up/down/same relation correct or wrong; keep absolute-note labels separate. Why: Specific transition feedback identifies the memory error. Success check: Three relation scores remain visible. Accessible alternative: Complete “Reveal the reference and mark each up/down/same relation correct or wrong; keep absolute-note labels separate.” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “Three relation scores remain visible.” Keep hearing devices and comfortable vocal range as declared supports. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 6. Use spaced correction Replay once, wait through the same delay and reproduce again only under the planned feedback trial. Why: One spaced correction teaches without endless looping. Success check: Correction exposure and result are labelled. Accessible alternative: Complete “Replay once, wait through the same delay and reproduce again only under the planned feedback trial.” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “Correction exposure and result are labelled.” Use arrows, tactile tokens, note names, instrument keys or humming; no single output mode is required. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 7. Transpose the test At least 48 hours later, use B1–B8 in a newly shuffled code order. Each B item preserves one A contour but starts on other notes; keep timing, sound, delay strip and one-listen rule unchanged. Why: Transposition tests relational memory rather than one recording. Success check: Starting pitch changes while contour rule stays explicit. Accessible alternative: A visible, captioned or haptic version of “At least 48 hours later, use B1–B8 in a newly shuffled code order. Each B item preserves one A contour but starts on other notes; keep timing, sound, delay strip and one-listen rule unchanged.” can rehearse the response sequence, but it removes the declared auditory stimulus and is therefore a related activity, not an equivalent attempt at Absolute and relational pitch memory. To preserve the target, keep the authored sound and adapt only non-target access such as response input, instructions, breaks or support; retain this success check: “Starting pitch changes while contour rule stays explicit.” Alternative relationship: Related alternative changes trained or measured target Learner notes: ________________________________________________________________________________ Completed: [ ] ## 8. Classify the contour error When a response is wrong, mark the first incorrect transition and classify reversal, repeated previous contour, flattened transition or missing response. Keep rhythm or note-name errors in separate columns. Why: A whole-contour score alone cannot show whether interference from an earlier melody or one transition caused the failure. Success check: Each missed sequence has a first-error position and one pitch-contour category without rewriting the original arrows. Accessible alternative: A supported, seated, reduced-range or slower version of “When a response is wrong, mark the first incorrect transition and classify reversal, repeated previous contour, flattened transition or missing response. Keep rhythm or note-name errors in separate columns.” is equivalent only when it keeps the same trained or measured target, declared configuration and success check: “Each missed sequence has a first-error position and one pitch-contour category without rewriting the original arrows.” If any of those change, record it as a related alternative rather than an equivalent repetition. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## Reflection What changed? ________________________________________________________________________________ What remains difficult? ________________________________________________________________________________ What will I repeat, adapt, ask for help with, or stop? ________________________________________________________________________________ --- Completion of this worksheet demonstrates tutorial participation only. It does not establish capability, qualification, safety clearance, diagnosis, treatment or independent validation.