An application of chunking to the memory and performance of melodic patterns.

This study is based on the premise that chunking, an automatic memory structuring system, can account for increases in the memory and performance of melodic patterns. When applying the chunking process, musicians use previous auditory experiences about melodic contour, rhythmic organization, and harmonic structure in order to reorder a series of tones into one memory item. Therefore, an experiment was launched with college freshman music students (N = 60) in order to investigate which type of musical context accounts for the greatest differences in chunking ability as measured by pre- and posttests of ear-to-hand skills. Students were divided into four groups during a 12-week intervention: (1) the MRH group practiced melodic patterns accompanied by rhythmic and harmonic backgrounds; (2) the MR group practiced the same patterns accompanied by a rhythmic background; (3) the M group practiced unaccompanied patterns; and the C (control) group received no treatment. Each student completed a survey of musical background information, and was administered the Test of Melodic Ear-to-Hand Coordination as a pretest of aural musicianship. Results indicated that musical background experiences are better predictors of chunking ability than the impact of a short-term treatment. On measures that pre-existed the experiment there was a significant impact of private lessons, playing a fingered major instrument, participation in school instrumental ensembles, and participation in both school choral and instrumental ensembles. Although there was no significant effect of the treatment, trends did emerge among the treatment groups showing a tendency toward more gain in the MR and MRH groups in chunking ability which gives justification for future study. Of most interest, there were significant positive effects of participation in both school choral and instrumental ensembles on chunking ability, as measured by the posttest after the intervention stage. Since performers are surrounded by a melodic, rhythmic, and harmonic context in the course of participating in ensembles, it may be inferred that chunking ability in music is best developed through exposure to holistic musical experiences. These findings tend to support the hypothesis that a rich musical context which includes melody, rhythm, and harmony enhances musical memory and performance.PhDCommunication and the ArtsEducationEducational psychologyExperimental psychologyMusicMusic educationPsychologyUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttp://deepblue.lib.umich.edu/bitstream/2027.42/128852/2/9208693.pd