Abstract
To determine whether the accuracy of students' aural perception of rhythmic completeness and incompleteness is influenced by melodic context, 2,207 public school students were administered a 42-item data-collection instrument based on 14 rhythmic units, 7 complete and 7 incomplete. Students heard each unit (1) on one pitch, (2) as part of a melody in which the completeness or incompleteness of the pitch sequence matched that of the rhythm, and (3) as part of a nonmatching melody; indicating, in each case, whether the unit was complete or incomplete. According to the results, accuracy is influenced by melodic context.
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