Undergraduate Honors Theses
Date of Award
Dr. Jessica Grahn
Dr. Elizabeth Kinghorn
The purpose of this study was to assess if blocked or interleaved practice learning was more effective for memorizing music, and to assess if metacognitive judgements aligned with performance. The study included 21 proficient pianists who regularly engage in piano practice. Participants learnt two excerpts and two technical studies, and played them from memory on both day 1 and day 2 of testing. Performances were recorded and rated by an expert in the field on a percentage scale. A two-way repeated measures ANOVA analysis revealed no significant main effect of day on practice schedule, (F(1,20) = .15, p = 0.70, ηp2 = .01), or schedule on day, (F(1,20) = 1.03, p = .32, ηp2 = .05), with no significant interaction between the two variables (F(1,20) = 3.20, p = .77). Results revealed that metacognitive judgements did not align with performance. Although results were not significant, overall performance under the interleaved condition was slightly better than the blocked condition, indicating that there may be some benefits to interleaved practice. This warrants further research on how the contextual interference effect impacts memorization amongst pianists.
Wong, Carmen Andrea, "Optimizing Music Learning: The Effects of Contextual Interference on Memorization" (2022). Undergraduate Honors Theses. 42.