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Using equivalence‐based instruction to teach piano skills to college students
Author(s) -
Griffith Kristin R.,
Ramos Amber L.,
Hill Kelli E.,
Miguel Caio F.
Publication year - 2018
Publication title -
journal of applied behavior analysis
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.1
H-Index - 76
eISSN - 1938-3703
pISSN - 0021-8855
DOI - 10.1002/jaba.438
Subject(s) - piano , chord (peer to peer) , musical notation , psychology , notation , musical , equivalence (formal languages) , communication , cognitive psychology , mathematics education , linguistics , computer science , visual arts , art , distributed computing , philosophy , art history
The purpose of the current study was to evaluate the effects of equivalence‐based instruction (EBI) on the emergence of basic music reading and piano playing skills. Six female college students learned to identify three musical chord notations given their respective dictated names. Participants also learned to play chords on the piano following the dictated name of the chord, and to play the chords to a song on a keyboard. Results are consistent with past research, in that stimuli became substitutable for each other and acquired a common behavioral function. Data suggest that EBI was an effective and efficient procedure to teach adults to read musical notation, as well as play chords and a song on a piano keyboard.