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An evaluation of matrix training to teach college students piano notes and rhythms
Author(s) -
Langton Emily K.,
Miguel Caio F.,
Diaz Jocelyn E.,
Cordeiro Maria Clara,
Heinicke Megan R.
Publication year - 2020
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.690
Subject(s) - metronome , rhythm , tact , psychology , piano , generalization , music education , communication , mathematics education , cognitive psychology , developmental psychology , pedagogy , art , aesthetics , mathematical analysis , mathematics , art history
Twelve college students learned to tact the names of notes and rhythms and play them when presented with compound stimuli (visuals of notes and rhythms on a musical staff). In Experiment 1, we assessed generalization by presenting novel notes, rhythms, and compound stimuli not previously paired together. In the second experiment, we added a metronome that played at 60 beats per minute in all conditions for 3 out of 6 participants to ensure consistent tempo. Across both experiments, participants passed almost all posttests with the exception of tacting and playing in the presence of sound clips. Our data suggest that matrix training is an effective procedure to teach music skills to college students.