Memorizing song lyrics: Comparing the effectiveness of three learning formats

IF 1.6 3区心理学 0 MUSIC

Psychology of Music Pub Date : 2023-12-01 DOI:10.1177/03057356231211810

Miriam Napadow, László Harmat

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引用次数: 0

Abstract

A central part of singing includes learning new pieces of vocal music. Learning a new song is a complex task that involves several functions and modalities, such as memory functions, language and motor skills, and auditory and visual perception. Memory functions are a well-studied area, but it is unknown how memory theories apply to a multimodal activity such as singing. In this study, an attempt is made to translate the theories to the applied field of singing. This study aims to investigate the effectiveness of three types of learning formats for learning new song lyrics: auditory learning with image support (AI), auditory learning with text support (AT), and auditory learning only (A). Ninety-five participants were randomly assigned to one of the three experimental conditions. A univariate analysis of variance revealed a significant effect of condition on the lyric recall score and post-hoc tests showed that participants performed significantly better in the AI condition in comparison to both the AT and the A condition. No significant difference was found between AT and A. This study sheds light on how memory processes might work in learning song lyrics. Practical implications for practitioners such as music educators, conductors, and choir singers are discussed.

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记忆歌词：比较三种学习形式的效果

唱歌的核心部分包括学习新的声乐作品。学习一首新歌是一项复杂的任务，涉及多种功能和模式，如记忆功能、语言和运动技能、听觉和视觉感知。记忆功能是一个被充分研究的领域，但记忆理论如何适用于多模式活动，如唱歌，尚不清楚。本研究试图将这些理论运用到歌唱实践中。本研究旨在探讨三种类型的学习格式在学习新歌词方面的有效性:图像支持听觉学习(AI)、文本支持听觉学习(AT)和仅听觉学习(A)。95名参与者被随机分配到三种实验条件中的一种。单变量方差分析揭示了条件对歌词回忆得分的显著影响，事后测试表明，与AT和A条件相比，参与者在AI条件下的表现明显更好。在AT和a之间没有发现显著差异。这项研究揭示了记忆过程如何在学习歌词中起作用。实际意义的实践者，如音乐教育家，指挥家和合唱团歌手进行了讨论。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Psychology of Music Multiple-

CiteScore

4.00

自引率

17.60%

发文量

期刊介绍： Psychology of Music and SEMPRE provide an international forum for researchers working in the fields of psychology of music and music education, to encourage the exchange of ideas and to disseminate research findings. Psychology of Music publishes peer-reviewed papers directed at increasing the scientific understanding of any psychological aspect of music. These include studies on listening, performing, creating, memorising, analysing, describing, learning, and teaching, as well as applied social, developmental, attitudinal and therapeutic studies. Special emphasis is placed on studies carried out in naturalistic settings, especially those which address the interface between music psychology and music education.