Objective: Two studies explored hearing-aid user and audiologist experiences of hearing-aid use and fitting for music in the UK. Design and sample: One-hundred-seventy-six hearing-aid users (age range: 21-93 years; mean: 60.56 years) answered a 4-item questionnaire on music listening difficulties and discussions about music in clinic. 99 audiologists (age range: 22-71 years; mean: 39.18 years) answered a 36-item questionnaire on the frequency and type of discussions, training received, and strategies for optimizing hearing aids for music. Closed and open-ended questions were included. Results: Sixty seven percent of hearing-aid users reported some degree of difficulty listening to music with hearing aids, and 58% had never discussed music in clinic. 50% of audiologists surveyed asked 1 in 5 (or fewer) patients about music and 67% had never received music-specific training. Audiologist training on music was significantly associated with confidence in providing advice, confidence in programming hearing aids for music, and programming hearing aids for music for a greater number of patients. Conclusions: Hearing-aid users' and audiologists' experiences of music remain mixed. In the absence of formalised training in optimizing hearing aids for music, there is a need for systematic research relating fitting strategies to clinical outcomes and the development of guidelines for audiologist training.

Three behavioral experiments were conducted to investigate the hypothesis that perceived emotion activates expectations for upcoming musical events. Happy, sad, and neutral pictures were used as emotional primes. In Experiments 1 and 2, expectations for the continuation of neutral melodic openings were tested using an implicit task that required participants to judge the tuning of the first note of the melodic continuation. This first note was either high or low in pitch (Experiment 1) or followed either a narrow or wide melodic interval (Experiment 2). Experiment 3 assessed expectations using an explicit task and required participants to rate the quality of melodic continuations, which varied in register and interval size. Experiments 1 and 3 confirmed that emotion indeed modulates expectations for melodic continuations in a high or low register. The effect of emotion on expectations for melodic intervals was significant only in Experiment 3, although there was a trend for happiness to increase expectations for wide intervals in Experiment 2.

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A classical experiment of auditory stream segregation is revisited, reconceptualising perceptual ambiguity in terms of affordances and musical engagement. Specifically, three experiments are reported that investigate how listeners' perception of auditory sequences change dynamically depending on emotional context. The experiments show that listeners adapt their attention to higher or lower pitched streams (Experiments 1 and 2) and the degree of auditory stream integration or segregation (Experiment 3) in accordance with the presented emotional context. Participants with and without formal musical training show this influence, although to differing degrees (Experiment 2). Contributing evidence to the literature on interactions between emotion and cognition, these experiments demonstrate how emotion is an intrinsic part of music perception and not merely a product of the listening experience.