Effects of two modalities of practice on the learning of piano pieces under the deprivation of auditory feedback

IF 1.6 3区心理学 0 MUSIC

Psychology of Music Pub Date : 2024-10-15 DOI:10.1177/03057356241270940

Renan Moreira Madeira, Regina Antunes Teixeira dos Santos

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引用次数: 0

Abstract

Sixteen piano students learned four piano pieces under two different conditions that involved the deprivation of auditory and motor feedback. One condition required study away from the piano, thus implying the removal of auditory and kinaesthetic feedback (mental practice, MP). The other condition involved study on a digital piano that was turned off (motor practice, MoP), hence depriving the participant of auditory feedback. Data on the effects of the two different modalities of practice, which also excluded external sound references during the initial study of new piano pieces, were analysed in two different ways. First, video recordings of the participants’ practice sessions were analysed to identify behaviours exhibited during these sessions, quantified by number of incidences. Second, external referees assessed final performances (audio recordings on an acoustic piano) according to four proposed parameters related to piano performance. Data from semi-structured interviews were collected as well. The results showed differences between the two conditions, especially with respect to the utilisation of support activities and pauses during practice. The analysis indicated that procedures related to MP may yield better results when the musical material is approached as small portions one at a time. Finally, the modality of MP described in this article, which bears some relation to other forms of MP, could be a valid alternative for issues of fatigue and complexity related to MP, as has been traditionally described in the literature.

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剥夺听觉反馈条件下两种练习方式对钢琴曲学习的影响

16 名钢琴专业学生在两种不同的条件下学习四首钢琴曲，其中一种条件是剥夺听觉和运动反馈。一种情况要求远离钢琴学习，这意味着听觉和运动反馈被剥夺（心理练习，MP）。另一种情况是在关闭的数码钢琴上进行学习（运动练习，MoP），从而剥夺了听觉反馈。在新钢琴曲的初步学习过程中，两种不同练习方式都排除了外部声音参考，有关其效果的数据通过两种不同方式进行了分析。首先，对学员练习过程的录像进行分析，以确定学员在练习过程中表现出的行为，并按发生次数进行量化。其次，外部裁判根据与钢琴演奏相关的四个建议参数对最终演奏（原声钢琴上的录音）进行评估。此外，还收集了半结构化访谈的数据。结果显示了两种情况下的差异，尤其是在利用辅助活动和练习过程中的停顿方面。分析表明，当音乐素材以小部分逐次进行时，与 MP 相关的程序可能会产生更好的效果。最后，本文所描述的 MP 模式与其他形式的 MP 有一定的联系，可以有效地替代传统文献中所描述的与 MP 相关的疲劳和复杂性问题。

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.