Abstract
This investigation examined the effects of peer approval and disapproval on improvement in pitch-intonation performance and on the approval/disapproval behavior of fellow students. Eighty high school musk students participated in a pitch-matching training program while confederate peers approved or disapproved of the group performance on experimenter's cue. A significant finding was that 10% of the total group pitch-matching variance during treatment was attributable to the number of approvals/disapprovals offered by subjects. The greater the number of approvals, the better the performance. The greater the number of disapprovals given by subjects, the lower the performance.
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