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Effect of Timbre and Register Modifications of Musical Stimuli on Young Children's Identification of Chord Changes

Eugenia Costa-Giomi
Bulletin of the Council for Research in Music Education
No. 121 (Summer, 1994), pp. 1-15
Stable URL: http://www.jstor.org/stable/40318663
Page Count: 15
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Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Effect of Timbre and Register Modifications of Musical Stimuli on Young Children's Identification of Chord Changes
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Abstract

The purpose of the study was to investigate whether or not the modification of timbre and register of musical stimuli helps kindergarten and first-grade children to identify chord changes when listening to accompanied melodies. One hundred twenty-five children received brief training in harmonic perception in which they were taught to express their perception of chord changes verbally and nonverbally. The number of lessons on the use of the verbal response varied among four training-condition groups. Children were administered a test in which they were asked to identify the harmonic changes of a simple chord progression and an accompanied melody. Children identified most chord changes of the simple progression but were unable to recognize the harmonic changes of the accompanied melody. Timbre modification of the accompaniment helped children to recognize the chord changes of the accompanied melody. The modification of timbre and register facilitated children's transfer of skills from the most simple to the most complex stimulus. First graders identified more changes and responded faster than did kindergartners when presented with the accompanied melody.

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