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 from the 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.
Learning Music From Each Other: Synchronization, Turn-taking, or Imitation?
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Andrea Schiavio, Jan Stupacher, Richard Parncutt, Renee Timmers; Learning Music From Each Other: Synchronization, Turn-taking, or Imitation?. Music Perception 10 June 2020; 37 (5): 403–422. doi: https://doi.org/10.1525/mp.2020.37.5.403
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