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Learning expressive percussion performance under different visual feedback conditions

Brandmeyer, A., Timmers, R., Sadakata, M. and Desain, P. (2011) Learning expressive percussion performance under different visual feedback conditions. Psychological Research, 75 (2). pp. 107-121. ISSN 0340-0727

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Abstract

A study was conducted to test the effect of two different forms of real-time visual feedback on expressive percussion performance. Conservatory percussion students performed imitations of recorded teacher performances while receiving either high-level feedback on the expressive style of their performances, low-level feedback on the timing and dynamics of the performed notes, or no feedback. The high-level feedback was based on a Bayesian analysis of the performances, while the low-level feedback was based on the raw participant timing and dynamics data. Results indicated that neither form of feedback led to significantly smaller timing and dynamics errors. However, high-level feedback did lead to a higher proficiency in imitating the expressive style of the target performances, as indicated by a probabilistic measure of expressive style. We conclude that, while potentially disruptive to timing processes involved in music performance due to extraneous cognitive load, high-level visual feedback can improve participant imitations of expressive performance features.

Item Type: Article
Copyright, Publisher and Additional Information: © 2011 Springer. This is an author produced version of a paper subsequently published in Psychological Research. Uploaded in accordance with the publisher's self-archiving policy.
Keywords: Cognitive Load Theory; Divided Attention; Real; Imitation; Memory
Academic Units: The University of Sheffield > Faculty of Arts and Humanities (Sheffield) > Department of Music (Sheffield)
Depositing User: Miss Anthea Tucker
Date Deposited: 25 May 2011 15:33
Last Modified: 08 Feb 2013 17:32
Published Version: http://dx.doi.org/10.1007/s00426-010-0291-6
Status: Published
Publisher: Springer Verlag
Refereed: Yes
Identification Number: 10.1007/s00426-010-0291-6
URI: http://eprints.whiterose.ac.uk/id/eprint/43005

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