Brandmeyer, A., Timmers, R., Sadakata, M. et al. (1 more author) (2011) Learning expressive percussion performance under different visual feedback conditions. Psychological Research, 75 (2). pp. 107-121. ISSN 0340-0727
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.
Metadata
Item Type: | Article |
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Authors/Creators: |
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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 |
Dates: |
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Institution: | The University of Sheffield |
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 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:43005 |