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The effect of visual and aural congr...

Wiltshire, Eric S.

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The effect of visual and aural congruence on the sight-reading of music notation.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The effect of visual and aural congruence on the sight-reading of music notation./
作者:	Wiltshire, Eric S.
面頁冊數:	485 p.
附註:	Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2506.
Contained By:	Dissertation Abstracts International67-07A.
標題:	Education, Music. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3224312
ISBN:	9780542773884

The effect of visual and aural congruence on the sight-reading of music notation.
Wiltshire, Eric S.

The effect of visual and aural congruence on the sight-reading of music notation. - 485 p.

Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2506.

Thesis (Ph.D.)--University of Washington, 2006.

An important outcome of instrumental music education is the ability to read music notation at sight. This study examined the way in which interpretation of visual stimuli and aural stimuli interact in music sight-reading. A two experiment design was used to test two hypotheses. The first hypothesis involved the beaming of eighth notes and the second the division of rhythm patterns into one long or two short measures. Four notation conditions were used: metric notation, where beaming aligned with metric pulses and barring with long measures; rhythmic notation, where beaming and barring coincided with accent patterns; and conflicted notation, where beaming and barring lined up with neither metric nor accent patterns. The fourth notation condition, decoy notation, was used only in Experiment One.

ISBN: 9780542773884Subjects--Topical Terms:

1017808
Education, Music.

The effect of visual and aural congruence on the sight-reading of music notation.
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245 1 4 $a The effect of visual and aural congruence on the sight-reading of music notation.
300 $a 485 p.
500 $a Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2506.
500 $a Adviser: Steven J. Morrison.
502 $a Thesis (Ph.D.)--University of Washington, 2006.
520 $a An important outcome of instrumental music education is the ability to read music notation at sight. This study examined the way in which interpretation of visual stimuli and aural stimuli interact in music sight-reading. A two experiment design was used to test two hypotheses. The first hypothesis involved the beaming of eighth notes and the second the division of rhythm patterns into one long or two short measures. Four notation conditions were used: metric notation, where beaming aligned with metric pulses and barring with long measures; rhythmic notation, where beaming and barring coincided with accent patterns; and conflicted notation, where beaming and barring lined up with neither metric nor accent patterns. The fourth notation condition, decoy notation, was used only in Experiment One.
520 $a In Experiment One subjects (instrumentalists in seventh grade through college undergraduates, N = 215) listened to a rhythm pattern and then decided whether it matched written notation. Subjects heard nine rhythm patterns represented in each of the four notation conditions. Accuracy and reaction time data revealed that subjects, particularly middle school subjects, reacted faster and with better accuracy when beaming patterns matched accent patterns. Measure length did not appear to have an effect, although subjects were more accurate reading 6-beat patterns than either 5- or 7-beat patterns.
520 $a Experiment Two tested the same hypotheses by having subjects (middle school and college undergraduate instrumentalists, N = 60) read monotonic rhythm patterns from notation. Patterns were identical to those used in Experiment One. Results indicated that the college undergraduates were not only more accurate, but they were better able to perform accents designated in the notation, suggesting a deeper understanding of the notation than that of the middle school subjects.
520 $a Results indicated that when matching an aural pattern to a visual pattern, subjects preferred notation that emphasized rhythmic qualities, but when they were asked to perform the notation they were more successful when notation emphasized the metric qualities of the rhythm pattern. Results are discussed in terms of experiential and cognitive development and pedagogical implications.
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