Effects of Visual-Spatial Added Cues on Fourth-Graders' Melodic Discrimination

Abstract

A videotaped music-listening test was developed in which 30 brief melodies were paired with visual-spatial representations through vertical and horizontal hand motions across a chalkboard. Subjects were asked whether the second playing of each melody was the same as or different from the first. The 30-minute test was administered to all fourth-grade pupils in three elementary schools representing urban, suburban, and rural settings. Within each school, subjects were randomly assigned to one of three testing conditions: (1) aural + visual presentations of both first and second playings (AV - AV); (2) aural + visual first playing to aural-only second playing (AV - AO); or (3) aural only for both playings (AO - AO). A two-way analysis of variance revealed significant differences among the three conditions and among the three school settings. Interaction between testing condition and school was not significant. Post hoc tests of significance revealed that all comparisons were significantly different among both testing modes and school settings. The AV - AV mean score was the highest among the three modes of testing. The pairing of visual-spatial stimuli seems generally effective in aiding melodic discrimination.