Learning music from each other: Synchronization, turn-taking, or imitation?

TY - JOUR

T1 - Learning music from each other

T2 - Synchronization, turn-taking, or imitation?

AU - Schiavio, Andrea

AU - Stupacher, Jan

AU - Parncutt, Richard

AU - Timmers, Renee

N1 - Funding Information: We would like to thank Elli Xypolitaki for coding the videos and Nils Meyer-Kahlen for technical support during data collection. We are grateful to the action editor and three anonymous reviewers for their helpful suggestions. AS was supported by a Lise Meitner Postdoctoral Fellowship from the Austrian Science Fund (FWF): project number M2148. JS was supported by an Erwin Schrödinger Fellowship from the Austrian Science Fund (FWF): project number J4288. Publisher Copyright: © 2020 University of California Press. All rights reserved.

PY - 2020/6/1

Y1 - 2020/6/1

N2 - IN AN EXPERIMENTAL STUDY, WE INVESTIGATED how well novices can learn from each other in situations of technology-aided musical skill acquisition, comparing joint and solo learning, and learning through imitation, synchronization, and turn-taking. Fifty-four participants became familiar, either solo or in pairs, with three short musical melodies and then individually performed each from memory. Each melody was learned in a different way: Participants from the solo group were asked via an instructional video to: 1) play in synchrony with the video, 2) take turns with the video, or 3) imitate the video. Participants fromthe duo group engaged in the same learning trials, but with a partner. Novices in both groups performed more accurately in pitch and time when learning in synchrony and turn-taking than in imitation. No differences were found between solo and joint learning. These results suggest that musical learning benefits from a shared, in-the-moment, musical experience, where responsibilities and cognitive resources are distributed between biological (i.e., peers) and hybrid (i.e., participant( s) and computer) assemblies.

AB - IN AN EXPERIMENTAL STUDY, WE INVESTIGATED how well novices can learn from each other in situations of technology-aided musical skill acquisition, comparing joint and solo learning, and learning through imitation, synchronization, and turn-taking. Fifty-four participants became familiar, either solo or in pairs, with three short musical melodies and then individually performed each from memory. Each melody was learned in a different way: Participants from the solo group were asked via an instructional video to: 1) play in synchrony with the video, 2) take turns with the video, or 3) imitate the video. Participants fromthe duo group engaged in the same learning trials, but with a partner. Novices in both groups performed more accurately in pitch and time when learning in synchrony and turn-taking than in imitation. No differences were found between solo and joint learning. These results suggest that musical learning benefits from a shared, in-the-moment, musical experience, where responsibilities and cognitive resources are distributed between biological (i.e., peers) and hybrid (i.e., participant( s) and computer) assemblies.

KW - Embodied cognition

KW - Interaction

KW - Joint action

KW - Music education

KW - Synchronization

UR - http://www.scopus.com/inward/record.url?scp=85089153521&partnerID=8YFLogxK

M3 - Article

AN - SCOPUS:85089153521

SN - 0730-7829

VL - 37

SP - 403

EP - 422

JO - Music perception

JF - Music perception

IS - 5

ER -