The Relationship among Aspects of Cognitive Style and Language-Bound/Language-Optional Perception to Musicians' Performance in Aural Discrimination Tasks

Datos Bibliográficos

ID10200054
AutoresCharles P Schmidt (Indiana University, autor de correspondencia)
Año1984
Volumen32
Número3
Páginas159-168
Fecha de publicación1984-10-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaJournal of Research in Music Education (JOURNAL)
Identificadores de la revistaISSN: 0022-4294 • E-ISSN: 1945-0095
EditorialSAGE Publishing (PUBLISHER • US)
DOI10.2307/3344835
OpenAlexW2029909100
IdiomaEN
Citas recibidas7
Referencias citadas14

To address the problem of individual differences in musical-aural skills, this study examined the predictor variables of field dependence/field independence, reflection/impulsivity, and language-optional/language-bound perception. A random sample of 75 college freshman music majors served as subjects in the study. Variables were operationalized through tests of Group Embedded Figures, Matching Familiar Figures, Temporal Order Discrimination, Fusion, and Aural Skills. Data were analyzed through multiple regression and analysis of variance procedures. The major findings of the study indicated that (1) measures of Temporal Order Discrimination, Group Embedded Figures, Fusion, and Matching Familiar Figures are statistically significant predictors of achievement in aural skills; (2) the relationship of reflection/impulsivity to achievement in aural skills appears to be negligible; and (3) the variance attributable to language-bound/language-optional and field dependence/field independence indicates the possible practical significance of these variables for aural skills instruction

Cognition · Cognitive psychology · Cognitive style · Developmental psychology · Field (mathematics · Field dependence · Impulsivity · Operationalization · Perception · Variance (accounting · Diverse Music Education Insights · Learning Styles and Cognitive Differences · Mathematics · Neuroscience and Music Perception · Psychology