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The Relationship among Aspects of Cognitive Style and Language-Bound/Language-Optional Perception to Musicians' Performance in Aural Discrimination Tasks
Charles P. Schmidt
Journal of Research in Music Education
Vol. 32, No. 3 (Autumn, 1984), pp. 159-168
Published by: Sage Publications, Inc. on behalf of MENC: The National Association for Music Education
Stable URL: http://www.jstor.org/stable/3344835
Page Count: 10
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To address the problem of individual differences in musical-aural skills, this study examined the predictor variables of field dependence/field independence, reflection/impulsivity, and language-optional/language-bound perception. A random sample of 75 college freshman music majors served as subjects in the study. Variables were operationalized through tests of Group Embedded Figures, Matching Familiar Figures, Temporal Order Discrimination, Fusion, and Aural Skills. Data were analyzed through multiple regression and analysis of variance procedures. The major findings of the study indicated that (1) measures of Temporal Order Discrimination, Group Embedded Figures, Fusion, and Matching Familiar Figures are statistically significant predictors of achievement in aural skills; (2) the relationship of reflection/impulsivity to achievement in aural skills appears to be negligible; and (3) the variance attributable to language-bound/language-optional and field dependence/field independence indicates the possible practical significance of these variables for aural skills instruction.
Journal of Research in Music Education © 1984 MENC: The National Association for Music Education