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1. Towards a General Model of Skills Involved in Sight Reading Music (EJ784327)
Author(s):
Kopiez, Reinhard; Lee, Ji In
Source:
Music Education Research, v10 n1 p41-62 Mar 2008
Pub Date:
2008-03-00
Pub Type(s):
Journal Articles; Reports - Research
Peer-Reviewed:
No
Descriptors: Music Reading; Musicians; Classical Music; Thinking Skills; Reading Achievement; Multiple Regression Analysis; Memory; Reading Ability; Information Processing; Reaction Time; Predictor Variables; Models
Abstract: Sight reading is a functional skill which is essential for all musicians involved in particular fields of western classical music culture. In the last decade, expertise theory has shown that time spent on activities is a good predictor for later achievement in a domain. However, this study is based on the hypothesis that general and elementary cognitive skills as well as practice-related skills must be considered in the explanation of outstanding sight-reading achievement. Different component skills involved in sight reading were attributed to one of three categories: (a) general cognitive skills (working memory, short-term music memory, short-term numerical memory, and Raven's D Matrices); (b) elementary cognitive skills (speed tapping, simple reaction time, trilling speed, and speed of information processing); (c) practice-related skills (practicing solo, sight reading, and inner hearing skills). This resulted in a total set of 23 predictors. These tests were used to evaluate the potential correlates of sight-reading ability. A pre-recorded pacing melody paradigm was used for the sight-reading tasks. Multiple regression analysis revealed that the best combination of predictors is trilling speed, sight-reading expertise acquired up to the age of 15, speed of information processing, and inner hearing. These four predictors can explain 59.6% of variance. Excellence in sight reading is, therefore, the result of a combination of components assumed to be practice-related (sight-reading expertise and inner hearing) and practice-unrelated (speed of information processing). Trilling speed is interpreted in terms of an intersection between task-specific training and practice-independent advantages in movement speed. Our proposed "general model" of sight reading is the completion of our "dynamic model" that appeared in an earlier issue of this journal. (Contains 7 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Towards a Dynamic Model of Skills Involved in Sight Reading Music (EJ734518)
Music Education Research, v8 n1 p97-120 Mar 2006
2006-03-00
Descriptors: Foreign Countries; Cognitive Ability; Stimuli; Memory; Reading Ability; Predictor Variables; Reaction Time; Music Reading; Information Processing; College Students; Psychomotor Skills; Difficulty Level
Abstract: This study investigates the relationship between selected predictors of achievement in playing unrehearsed music (sight reading) and the changing complexity of sight reading tasks. The question under investigation is, how different variables gain or lose significance as sight reading stimuli become more difficult. Fifty-two piano major graduates and undergraduates took part in an experiment which consisted of five different levels of sight reading complexity. Predictor variables were divided into three categories: (i) general cognitive skills (e.g. working memory capacity); (ii) elementary cognitive skills (e.g. reaction time); and (iii) expertise-related skills (e.g. accumulated sight reading or inner hearing). Regression analyses indicate that when sight reading stimuli is easy, general pianistic expertise is sufficient to be able to excel. However, with increasing task difficulty, psychomotor speed (as indicated by trilling speed), speed of information processing, inner hearing and sight reading expertise become more important. When sight reading complexity reaches its highest level, sight reading expertise still remains important, but psychomotor speed becomes the dominant predictor. Results indicate (i) that psychomotor speed and speed of information processing have a "bottleneck function" and (ii) that there is a critical time window up to the age of 15 when sight reading expertise has to be acquired. It is concluded that with increasing task demands, sight reading ability is determined by both practice dependent skills and skills which are also assumed to be limited by innate abilities such as psychomotor movement speed. Thus we explain sight reading achievement as the result of specific combinations of different categories of skills which change with the demands of a task. (Contains 14 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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