Music predictability and liking enhance pupil dilation and promote motor learning in non-musicians

• Published in: Scientific reports 2019-11, Vol.9 (1), p.17060-12, Article 17060
• Main Authors: Bianco, R., Gold, B. P., Johnson, A. P., Penhune, V. B.
• Format: Article
• Language: English
• Subjects: 631/378/1595; 692/700; Adult; Arousal; Auditory Perception - physiology; Female; Humanities and Social Sciences; Humans; Learning - physiology; Male; Memory - physiology; Motivation; Motor skill learning; Motor task performance; multidisciplinary; Music; Music - psychology; Pleasure - physiology; Psychomotor Performance - physiology; Pupil - physiology; Recognition, Psychology - physiology; Reinforcement; Science; Science (multidisciplinary); Synergistic effect; Young Adult
• ISSN: 2045-2322; 2045-2322
• DOI: 10.1038/s41598-019-53510-w

Humans can anticipate music and derive pleasure from it. Expectations facilitate the learning of movements associated with anticipated events, and they are also linked with reward, which may further facilitate learning of the anticipated rewarding events. The present study investigates the synergistic effects of predictability and hedonic responses to music on arousal and motor-learning in a naïve population. Novel melodies were manipulated in their overall predictability (predictable/unpredictable) as objectively defined by a model of music expectation, and ranked as high/medium/low liked based on participants’ self-reports collected during an initial listening session. During this session, we also recorded ocular pupil size as an implicit measure of listeners’ arousal. During the following motor task, participants learned to play target notes of the melodies on a keyboard (notes were of similar motor and musical complexity across melodies). Pupil dilation was greater for liked melodies, particularly when predictable. Motor performance was facilitated in predictable rather than unpredictable melodies, but liked melodies were learned even in the unpredictable condition. Low-liked melodies also showed learning but mostly in participants with higher scores of task perceived competence. Taken together, these results highlight  the effects of stimuli predictability on learning, which can be however overshadowed by the effects of stimulus liking or task-related intrinsic motivation.