ArticleBehavior research methods2021
The Musical Ear Test: Norms and correlates from a large sample of Canadian undergraduates.
Article in Behavior research methods, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 10 papers, 2 of them syntheses that pooled it.
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Who cites it
10 citing papers in PubMed, 2 syntheses or guidelines pooled it.
- How is musical expertise related to executive functions? A systematic review and meta-analysis.Psychonomic bulletin & review · 2026Pooled it
- Language experience predicts music processing in a half-million speakers of fifty-four languages.Current biology : CB · 2023Pooled it
- Individual differences in musical melody perception moderate the speech-to-song illusion in Mandarin Chinese listeners.Scientific reports · 2026Article
- Musical ability and emotion recognition in speech prosody: The role of pitch discrimination.Psychonomic bulletin & review · 2026Article
- Frontoparietal network topology as a neural marker of musical perceptual abilities.Nature communications · 2024Article
- Online assessment of musical ability in 10 minutes: Development and validation of the Micro-PROMS.Behavior research methods · 2024Article
- Article
- Individual differences in musical ability among adults with no music training.Quarterly journal of experimental psychology (2006) · 2023Article
- Can musical ability be tested online?Behavior research methods · 2022Article
- Decoding everyday levels of musical training from subcortical white-matter architecture.Imaging neuroscience (Cambridge, Mass.)Article
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Authors and funding
3 authors.
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No grant is acknowledged in the PubMed record.
Abstract
We sought to establish norms and correlates for the Musical Ear Test (MET), an objective test of musical ability. A large sample of undergraduates at a Canadian university (N > 500) took the 20-min test, which provided a Total score as well as separate scores for its Melody and Rhythm subtests. On each trial, listeners judged whether standard and comparison auditory sequences were the same or different. Norms were derived as percentiles, Z-scores, and T-scores. The distribution of scores was approximately normal without floor or ceiling effects. There were no gender differences on either subtest or the total score. As expected, scores on both subtests were correlated with performance on a test of immediate recall for nonmusical auditory stimuli (Digit Span Forward). Moreover, as duration of music training increased, so did performance on both subtests, but starting lessons at a younger age was not predictive of better musical abilities. Listeners who spoke a tone language exhibited enhanced performance on the Melody subtest but not on the Rhythm subtest. The MET appears to have adequate psychometric characteristics that make it suitable for researchers who seek to measure musical abilities objectively.
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