Music Abilities and Experiences as Predictors of Error-Detection Skill

Abstract

This study examined the predictive validity of previous music abilities and experiences of skill in music error detection among undergraduate instrumental music education majors. The predictor variables included number of instruments played; ensemble experience; ability in music theory, sightsinging and ear training, and years of precollege private instrumental instruction. Results indicated no statistically significant relationship between each of the predictor variables and skill in music error detection. This suggests that the ability to detect music errors may exist independently of other music abilities. The benefits accrued through participation in one kind of music activity may not contribute to other areas of music development.

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