Gaze behavior, attention allocation, and automaticity in expert chamber music coaches

IF 1.5 3区心理学 0 MUSIC

Psychology of Music Pub Date : 2026-03-19 DOI:10.1177/03057356251413254

Robin S Heinsen, Robert A Duke

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引用次数: 0

Abstract

Two artist-level chamber music coaches wore eye-tracking glasses while teaching a chamber rehearsal, then participated in two interviews to discuss their teaching – first, immediately after the rehearsal, then approximately 2 weeks later, while watching their lesson videos and eye-tracking recordings. Teachers’ eye movements revealed rich networks of rapid information tracking and goal-directed attention, but both teachers struggled to articulate details of their thinking or their attention allocation, suggesting that they conceive of their teaching behaviors in a broad construal, and the complex attentional behaviors detected in their gaze behavior occurred unconsciously. This is among the first studies to explore attentional mechanisms that underlie expert music teaching in context, specifically analyzing teachers’ momentary attention allocation among several students in relation to specific proximal performance goals. Results illustrate how teachers solved intricate problems, decided what to pursue, and kept track of multiple students in ways that are inaccessible via overt behavior observation. Comparing gaze behavior to interview data suggests that these teachers’ descriptions of their thinking may be incomplete representations of their pedagogical expertise.

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室内乐专业教练的凝视行为、注意力分配和自动性

两位艺术家级别的室内乐教练在教授室内乐排练时戴着眼球追踪眼镜，然后参加了两次采访，讨论他们的教学——第一次是在排练结束后，第二次是在大约两周后，同时观看他们的教学视频和眼球追踪录音。教师的眼球运动揭示了丰富的快速信息跟踪和目标导向注意网络，但两位教师都难以清晰地表达出他们思考或注意力分配的细节，这表明他们是在一个广泛的解释中构想自己的教学行为的，在他们的注视行为中发现的复杂注意行为是在无意识中发生的。这是探索背景下专业音乐教学的注意机制的首批研究之一，具体分析了教师在几个学生之间与特定近端表演目标相关的瞬间注意力分配。结果说明了教师如何解决复杂的问题，决定追求什么，并以公开行为观察无法达到的方式跟踪多个学生。将凝视行为与访谈数据进行比较表明，这些教师对他们思维的描述可能不完全代表他们的教学专业知识。

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.