The
specially designed music tasks targeted pitch direction judgments and tonal
memory. The intonation tasks involved locating the nucleus, identifying the
nuclear tone in stimuli of different length and complexity, and same / different
contour judgments. The subjects were university students with basic training
in intonation analysis. Both studies revealed an overall significant relationship
between musical training and intonation task scores, and between the music
test scores and intonation test scores. A more detailed analysis, focusing on
the relationship between the individual music and intonation tests, yielded a more complicated
picture. The results are discussed with respect to differences and similarities between music and
intonation, and with respect to form and function of intonation. Implications of musical training
on development of intonation analysis skills are considered. We argue that it would be beneficial
to investigate the differences between musically trained and untrained subjects in their analysis
of both musical stimuli and intonational form from a cognitive point of view.