Effect of processing fluency on metamemory for written music in piano players

Abstract

We examined the effects of processing fluency on metamemory for written music. In Experiment 1, piano players studied short sequences notated in either treble or bass clef by playing them on a silent keyboard with either their left or right hand, creating a congruent (fluent) and an incongruent (dysfluent) condition (hand/clef match or mismatch, respectively). A subsequent recognition test accompanied by confidence ratings (CRs) gauged retrospective metamemory. Items in the congruent conditions were recognized better (a desirable-difficulty effect), but CRs showed that participants were unaware of this memory difference. In Experiment 2, judgments of learning (JOLs) followed each studied sequence to gauge prospective metamemory. JOLs were higher in the congruent condition, although recognition was unaffected. In Experiment 3, whether the music was fingered on the silent keyboard or not did not influence results. These data are discussed within the framework of metacognitive theories that emphasize the importance of processing fluency.

Metacognición y Música: Una Revisión del Ámbito de Aplicación

“…En línea con los resultados alcanzados por Perry et al (2019), quienes consideran que la enseñanza metacognitiva puede influir positivamente en los resultados académicos, Bathgate et al (2012) y Abushanab y Bishara (2013) mostraron que la enseñanza metacognitiva puede mejorar el rendimiento y que verbalizar y reflexionar acerca del proceso de aprendizaje da lugar a mejores resultados (Bathgate et al, 2012). De igual modo, Schwartz et al (2020) encontraron que las evaluaciones del aprendizaje conjunto de secuencias musicales escritas se vieron influenciadas por la fluidez de procesamiento, coincidiendo, en este sentido, con Alter y Oppenheimer (2009).…”

“…Así, el uso de estrategias metacognitivas fomentaría el desarrollo de personas independientes capaces de enfrentarse a retos cambiantes y de aprender a aprender a lo largo de su vida (Jiménez et al, 2021;McPherson et al, 2019;Papaleontiou-Louca, 2008), involucrándose cognitiva, metacognitiva y motivacionalmente en su propio aprendizaje. Además, las investigaciones de Lisboa et al (2015) y de Schwartz et al (2020), coinciden con Telesco et al (2021), al considerar que el estudio mediante estrategias metacognitivas puede favorecer la memorización. De acuerdo con Pitts et al (2000), quienes consideran que hay que educar al alumnado de música en la práctica efectiva centrada en la calidad en lugar de la cantidad, Power y Powell (2018) observaron beneficios en la interpretación sin aumentar el tiempo de estudio gracias a la atención reflexiva sobre su práctica y al trabajo con profesorado experto que diseña un modelo a seguir.…”

“…De estos estudios cabe señalar que mediante la enseñanza deliberada de estrategias metacognitivas por parte del profesorado de música (Yokuş, 2021) se puede lograr la optimización del estudio significativo (Power & Powell, 2018), pudiendo ser un valioso apoyo que facilite el aprendizaje (Lisboa et al, 2015;Schwartz et al,2020), satisfaciendo sus necesidades psicológicas, incrementando su bienestar (López-Íñiguez & McPherson, 2020), autonomía (McPherson et al, 2019Papaleontiou-Louca, 2008) y motivación (Miksza et al, 2018), pudiendo evitar, de este modo, las elevadas tasas de abandono en este campo.…”

Effect of impoverished information on multisensory integration in judgments of learning.

“…For instance, one recent meta-analysis of font size studies (Luna, Martín-Luengo, & Albuquerque, 2018) found that that the effect of font size on memory was greatly reduced when participants provided JOLs—that is, with the combined power of several font size studies with JOLs, a positive effect of font size on memory was found. Similarly, there are a few studies including or related to the font size manipulation in which memory differences emerged only when JOLs were not obtained (Besken & Mulligan, 2013; Halamish, 2018; Rosner et al, 2015; Schwartz, Peynircioğlu, & Tatz, 2019). Thus, from the standpoint of JOL reactivity and the potential effects of inversely effective stimuli on long-term memory, it should be interesting to replicate our experiments while manipulating whether people make JOLs or not.…”

Multi-Tone Piano Transcription Based on Visualization and Knowledge Recognition Algorithm

“…In Experiment 2, judgments of learning (JOL) were tracked for each study sequence to measure prospective metamemory. In the consistency condition, JOL was higher, but recognition was not affected [9]. Sacha et al presented a scheme that combines automated algorithms and interactive visualization.…”