Effects of Silence, Sound, and Singing on Melodic Dictation Accuracy

Abstract

This study continues a line of inquiry testing strategies commonly used in melodic dictation. Undergraduate music majors ( N = 44) completed short tonal dictations in a within-subjects design to determine effects of silence, audible sounds, and singing on test scores. Participants scored significantly lower when required to sing the melody prior to notating it compared with either of the other conditions. In the singing condition, only 18% of participants sang all target melodies completely correctly, and a significant positive correlation was found between singing accuracy and dictation scores in that condition. In light of previous studies, these results suggest that singing may be a distraction during dictation and that if it is employed for memory reinforcement, it must be executed accurately. The lack of a significant difference in scores between the silent and audible sounds conditions, coupled with the finding that 82% of participants made audible sounds when allowed, suggests that silence should be maintained during dictation when necessary but that students should be allowed to make sounds when feasible. Technological tools could aid instructors in physically isolating students so they do not distract each other during dictation.