Directing Student Attention during Two-Part Dictation

Bibliographic Data

ID10202170
AuthorsChristine Beckett (McGill University, corresponding author), Christine Alyn Beckett (McGill University)
Year1997
Volume45
Issue4
Pages613-625
Publication date1997-12-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Research in Music Education (JOURNAL)
Journal identifiersISSN: 0022-4294 • E-ISSN: 1945-0095
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.2307/3345426
OpenAlexW2094541508
LanguageEN
Citations received5
References cited27

This study is an exploration of undergraduate music majors' strategies in two-part dictation. Sixty volunteers received three dictation sessions—two that directed attention to rhythm first or pitch first, and one that was nondirected. The dependent measure, written dictation accuracy, was analyzed by means of separate pitch and rhythm scores. For six counterbalanced groups (n = 10), analysis of variance showed no order effects. A repeated measures MANOVA (accuracy by condition) showed a significant effect for condition (p < .0001). Higher rhythm accuracy occurred in the rhythm-first condition when it was compared to the nondirected (p < .05) and pitch-first (p < .0001) conditions. Pitch accuracy was not affected by condition. Accuracy was unrelated to covariates examined (years of theory and counterpoint study, keyboard skill, and private strategy). Results suggest that in polyphonic dictation, attending to rhythm first and pitch afterwards may be an effective way of maximizing rhythmic accuracy

Analysis of variance · Audiology · Counterpoint · Dictation · Melody · Metronome · Multivariate analysis of variance · Repeated measures design · Rhythm · Speech recognition · Statistics · Computer Science · Diverse Music Education Insights · Mathematics · Medicine · Music Technology and Sound Studies · Neuroscience and Music Perception · Psychology

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