记忆和呈现模式对旋律错误检测的影响

IF 1.2 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Bryan E. Nichols, Logan Barrett
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引用次数: 0

摘要

以往的研究不同程度地指出了工作记忆在错误检测中的作用,其中工作记忆在节奏错误检测中起作用,但在旋律错误检测中不起作用。在此,我们为大学生音乐家设计了一个较长的旋律错误检测任务,在听觉而非视觉条件下使用古典音乐选段,并与较短的视觉和听觉对照条件进行比较。我们将这些测试与言语工作记忆测试(前向数字跨度测试)和实验者自创的音调工作记忆测试的成绩进行了比较。音调工作记忆测试与前向数字跨度测试、旋律错误检测和视觉控制呈正相关,但与听觉控制无关。错误检测测试的成绩与在校年级、听力技能课程水平、私人钢琴学习年限或钢琴小组课程水平没有明显关系。我们的学员在古典音乐选段的听觉旋律错误检测和简短的视觉对照上表现相似,但在简短的听觉对照上表现不佳。在其他变量中,使用第二种乐器的年限是错误检测技能的重要预测因素。对古典音乐选段的高度熟悉程度与错误检测表现没有关系。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Effect of Memory and Presentation Mode in Melodic Error Detection
Previous research has variably indicated the role of working memory in error detection by which working memory played a role in rhythmic error detection but not melodic error detection. Here, we devised a longer melodic error detection task for college musicians in an auditory, rather than visual, condition using classical excerpts, which we compared to briefer visual and auditory control conditions. These tests were compared to performance on a test of verbal working memory (forward digit span test) and an experimenter-created tonal working memory test. The tonal working memory test was positively related to the forward digit span test, the melodic error detection, and the visual control but not to the auditory control. Performance on the error detection test was not significantly related to year in school, level of aural skills class, years of private piano, or level of group piano class. Our participants performed similarly on the aurally presented melodic error detection of classical excerpts and the briefer visual control but not on the briefer aural control. Among other variables, years of experience on a second instrument was a significant predictor of error detection skill. High familiarity ratings with a classical excerpt did not yield a relationship to error detection performance.
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来源期刊
CiteScore
3.40
自引率
7.10%
发文量
20
期刊介绍: The quarterly Journal of Research in Music Education comprises reports of original research related to music teaching and learning. The wide range of topics includes various aspects of music pedagogy, history, and philosophy, and addresses vocal, instrumental, and general music at all levels, from early childhood through adult.
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