The effect of directing attention on melodic dictation testing

Abstract

The purpose of this study was to investigate the effect of guiding students through remembering and understanding a melody on their melodic dictation scores. Two matched groups of university music students ( N = 64) took a dictation, but those in the treatment group received instructions directing their attention for the purpose of aiding their memory and understanding. In every comparison (rhythm, pitch, and overall score), the control group scored higher than the treatment group. Results suggest that instructions guiding students through the memory and understanding phases may not be helpful to students. Early dictation instruction that focuses attention on important aspects of a melody without requiring a full transcription, however, may help to build students’ melodic memory and understanding.