Studies in the psychology of memorizing piano music. I. A comparison of the unilateral and coordinated approaches.

Rubin-Rabson, Grace

doi:10.1037/h0062176

Cited by 30 publications

(18 citation statements)

References 12 publications

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“…Nevertheless, the analyses presented in this paper are interpreted and discussed with possible between-level diåerences in mind. Secondly, many studies investigating musical practice and memorization have required participants to learn short, musical excerpts (Brown, 1928(Brown, , 1933Rubin-Rabson, 1937, 1939, 1940a, 1940b, 1941a, 1941b. Such excerpts do not represent the standard repertoire from which musicians draw when preparing for performance and do not, therefore, provide naturalistic means to examine musical skill.…”

Section: The Musicmentioning

confidence: 99%

Quantity and quality of musical practice as predictors of performance quality

Williamon

Valentine

2000

British J of Psychology

160

116

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Twenty-two pianists, classified into four levels of skill, were asked to learn and memorize an assigned composition by J. S. Bach (different for each level). All practice was recorded on cassette tape. At the end of the learning process, the pianists performed their composition in a recital setting. The resulting performances were evaluated by three experienced piano teachers. From the cassette tapes, values for the quantity of practice were obtained. These values were compared across all four levels of skill and examined to reveal whether they were related to quality of performance. The analyses indicate that the standard deviations of the amount of time spent in each practice session increased systematically with level of skill and that pianists at higher levels spent more time in each practice session. Quantity of practice, however, was not significantly related to quality of performance. Rather, pianists who employed longer practice segments by the middle stage of practice produced better musical, communicative and technical performances. These findings stand in defiance of the argument that quantity of practice is the fundamental determinant of the quality of performance. Instead, they suggest that the content and quality of an individual's practice must be examined when investigating the determinants of musical skill.

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Section: The Musicmentioning

confidence: 99%

Quantity and quality of musical practice as predictors of performance quality

Williamon

Valentine

2000

British J of Psychology

160

116

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“…Although retention should benefit from the training method that yields the higher original training level, both partand whole-training methods may produce substantially equivalent training outcomes (112,113). Under these conditions, it may be more cost effective to use the part method.…”

Section: Part-whole Learning and Long-term Retentionmentioning

confidence: 99%

Retention of Motor Skills. Review

Schendel¹,

Shields²,

Katz³

1978

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ARI Research Reports and Technical Papers are intended for sponsors of R&D tasks and other research and military agencies. Any findings ready for implementation at the time of publication are presented in the latter part of the Brief. Upon completion of a major phase of the task, formal recommendations for official action normally are conveyed to appropriate military agencies by briefing or Disposition Form. Ail .3 I :-44. FOREWORD _________________ The Individual Training and Skill Evaluation Technical Area of the Army Research Institute for the Behavioral and Social Sciences (ARI) has actively pursued a program of research in support of the systems engineering of training. A major focus of this research is to develop the fundamental data and technology necessary to field integrated systems for improving individual job performance. Such systems include Skill Qualification Testing (SQT), job performance aids, training courses in schools and in the field, performance criteria, and management and feedback systems. This report summarizes the first step in the development L of methods to assess and enhance the retention of job skills. This research is in response to the question, from the Army Training and Doctrine Command (TRADOC), "What is the required frequency of refresher training to maintain performance proficiency?" Work was accomplished by ARI personnel, under Army Project 2QI62722A777, •Y 1978, "Individual Training Technology." Comments and editorial assistance were provided by Mr. J.

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“…Although retention should benefit from the training method that yields the higher original training level, both part-and whole-training methods may produce substantially equivalent training outcomes (112,113). Under these conditions, it may be more cost effective to use the part method.…”

Section: Performance Measuresmentioning

confidence: 99%

“…A search of the wholeversus part-training method literature for information about the impact of this training variable upon long-term motor memory was almost in vain. One set of experiments was found on part-whole learning and long-term mo-I tor memory (112,113).…”

Section: Performance Measuresmentioning

confidence: 99%