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Final published version
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.
Original language | English |
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Journal | Music Perception |
Volume | 37 |
Issue | 5 |
Pages (from-to) | 403-422 |
Number of pages | 20 |
ISSN | 0730-7829 |
DOIs | |
Publication status | Published - Jun 2020 |
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