Fig 1.
Participants are required to rate the closure (feeling of completion) of chord progressions ending either on an authentic cadence (top ending) or not (bottom ending), i.e. a dominant followed by a supertonic (shown here) or followed by a subdominant (not shown). Accuracy refers to the average rating of sequences ending on an authentic cadence minus the average rating of no cadence endings.
Fig 2.
Correlation of brief PROMS total scores with validity measures.
Two lines are fitted to the data, a linear fit (dark) corresponding to Pearson r and a robust fit (light) corresponding to an iterated re-weighted least squares regression. Overlapping lines are plotted as a dashed dark-light line. For inferential tests and PROMS subtest scores, see Table 3. music acc (full att) = musical task accuracy (full attention); music acc (divided att) = musical task accuracy (divided attention); self-reported music skill PC = first principal component combining musical training years, musicianship status, and self-rated musical talent.
Table 1.
Pearson product moment correlations of the brief PROMS and its subtests with each other.
Sample size is given in brackets.
Table 2.
Associations among the validity measures.
Sample size is given in brackets.
Table 3.
Pearson product moment correlations of the brief PROMS and its subtests with measures of validity.
Sample size is given in brackets.
Table 4.
Values required for the calculation of the construct validity measure ralerting-CV.