This study was designed to investigate the similarities and differences in how listeners with different levels of educational experience demonstrate perception of tempo modulation in music using a Continuous Response Digital Interface (CRDI). Subjects (N = 210) were divided into seven education-level groups of 30 subjects each. Musical experience ranged from minimal through extensive. Melodies gradually increased or decreased in tempo from a beginning rate of 112 beats per minute (bpm). Rates heard in accelerating examples were 120 bpm, 128 bpm, 136 bpm, 144 bpm, 152 bpm, and 160 bpm. Rates heard, in decelerating examples were 104 bpm, 96 bpm, 88 bpm, 80 bpm, 72 bpm, and 64 bpm. Change scores demonstrating perception of tempo modulation were calculated from the midpoint of the CRDI and were compared by group and tempo. Subjects' responses were significantly different among degrees of tempo change in increasing and decreasing examples. Significant differences were also found among subject groups for both increasing and decreasing examples. Significant interactions were found between education level (group) and tempo change for increasing and decreasing examples.
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