日常生活中許多諧和聲音，包括語言、旋律及音程會對我們心理層面造成眾多影響，且會引起大腦的可塑性變化，因此本研究希望找出一般人訓練前後腦皮質在處理諧和音程及臨界頻寬(roughness)有何差異。過去研究藉由行為與事件相關電位(ERPs)的實驗發現音樂家對於諧和音程的處理是依據音程諧和度，然而非音樂家處理音程卻受到臨界的頻寬(roughness)的影響，由此了解感知機制會受到訓練影響而改變。
在此研究中，我們想了解一天的訓練及每天的訓練有何差異，因此我們設計了兩種不同的訓練實驗：一天的密集訓練及連練五天的訓練。
受測者在訓練前則會受到臨界頻寛的影響。經過訓練後，行為測試裡準確率增長至八成準確率時，往往發生在一天訓練的訓練後測試及五天訓練的第二天或第三天的測試。而且命中率的成長在諧和音程上可以看到明顯的增幅，但在但不諧和音程下，則沒有太大幅度的改變。並且在兩個不同訓練中達到八成準確率的受測者的P2增幅和行為測試結果沒有太大的差別。在個體情況下，一般人（八成的受測者）及例外的受測者（二成的受測者）在P2的增幅和訓練前的行為測試準確率上也沒有區分。另外，P2振幅增益似乎是個體差異，有些受測者在訓練後有較佳的行為準確率，但P2振幅增益卻比其它人來的不明顯，有些受測者則是相反情況。
經過訓練後，我們發現 P2振幅的增益似乎和行為測試的增益相關：受測者聽到諧和音程時P2振幅的增益多於聽到不諧和音程時之P2振幅增益。因此在訓練後，諧和音程比起不諧和音程會使受測者有更強的P2振幅。我也亦發現到連續五天的訓練下，較容易察覺到正慢波，此現象和之前我們的研究相似，即是音樂家比非音樂家容易看到正慢波的產生。
兩種訓練方法之後所得到的效果相差不多，皆是諧和音程能得到明顯的成長。一天訓練所需的訓練時間及訓練次數都比五天訓練來的少，但是正慢波則是在每天連續的訓練過程下，較容易察覺。因此，我們認為在一天的訓練過程，便可以看到訓練的成果，但若要成為音樂家，每天連續的訓練是較合適的選擇。

Many kinds of consonant sound, including language, melody and pitch interval in daily life give various influences to psychological aspects and brain activity. The research wants to find out the cortical processing of musical consonance and what are the differences with consonance of interval and roughness for participants before and after training. Some studies indicated that cortical processing of musical consonance conforms to consonance of interval for musicians. However, consonant and dissonant simple-tone intervals are related to critical bandwidth (roughness) for non-musicians. Therefore, the perception mechanism could be changed by training.
In this study, we want to understand the difference between one day and daily training procedure, so that we designed two training procedure: one day intensive training and consecutive 5 daily training procedures.
Participants considered that stimuli without roughness are consonant intervals and stimuli with roughness are dissonant intervals before training. Through training sessions, the performance of hit rate for subjects to reach 80% hit rate almost in post-training in one day training and in 2d and 3d in 5 daily training, and the improvement was significant in consonant stimuli, not in dissonant stimuli. No significant difference in the enhancement of P2 amplitude between subjects who reached 80% hit rate in two different training procedures, and no difference in the initial hit rate between two training procedures. In individuals, no significant difference between normal subjects (80% for all subjects) and exceptions (20% for all subjects) in enhancements of P2 amplitude and no significant difference in behavior test in pre-training. The enhancement of P2 component amplitude seems to be subject dependent, some subjects had higher hit rate after training sessions, but the enhancement of P2 amplitude was lower than others, and vice versa.
After training sessions, we observed that the enhancement of P2 component amplitude seems related to the improvement of the percentages of hit rate: the amplitude of P2 evoked by consonant intervals was larger than dissonant intervals. Therefore after training, participants had a stronger positive P2 when consonant intervals were presented than when dissonant intervals were presented. We also found that the positive slow wave component seems more positive in 5 daily training than in one day training, this phenomenon is similar to our previous study, that is, positive slow wave component was found in amateur musicians.
The effects of two training procedures are similar: the performance of consonant stimuli can be enhanced significantly. One day training had few training days and training sessions than 5 daily training procedure, but the positive slow wave component occurred in consecutive daily training. Hence, we suggest that through one day intensive training, the training effects could be significant, but if you want to prone to be musicians, the daily training procedure is more suitable.

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