Effects of Auditory Feedback Deprivation on Expressive Piano Performance

1999 ◽  
Vol 16 (4) ◽  
pp. 409-438 ◽  
Author(s):  
Bruno H. Repp
Keyword(s):  
Auditory Feedback ◽  
Internal Representation ◽  
Forced Choice ◽  
Fine Tuning ◽  
Choice Test ◽  
Piano Performance ◽  
Data Analyses ◽  
Musical Excerpt ◽  
Effects Of Feedback ◽  
A Performance

Previous studies have suggested that elimination of auditory feedback has no significant effect on the accuracy of keyboard performance. In the present study, this issue was investigated further by focusing specifically on parameters of expression in piano performance: horizontal and vertical timing, horizontal and vertical dynamics, and pedaling. Six pianists performed a short musical excerpt (bars 1-5 of Chopin's Etude in E Major, op. 10, no. 3) 10 times on a digital piano in each of four conditions: expressive with and without feedback, and metronomic with and without feedback. The data analyses revealed significant effects of feedback deprivation on all expressive parameters in both expressive and metronomic performance. However, these effects were very small, except for some substantial changes in pedaling by some pianists. To determine the perceptual and aesthetic significance of these effects, a group of pianist listeners was presented with a forced- choice test in which expressive performances produced with and without feedback were paired with each other. The listeners correctly identified the performance played without feedback on only 63.5% of the trials, which confirms the relative subtlety of the effects of feedback deprivation. Although expression seems to be controlled primarily by an internal representation of the music, auditory feedback may be important in fine-tuning a performance and in the control of pedaling. However, it is also possible that the effects of auditory feedback deprivation merely reflect a lack of motivation to play expressively in the absence of sound.

scholarly journals Item desirability matching in forced-choice test construction

2021 ◽  
Vol 183 ◽  
pp. 111114
Author(s):  
Goran Pavlov ◽  
Dexin Shi ◽  
Alberto Maydeu-Olivares ◽  
Amanda Fairchild
Keyword(s):  
Test Construction ◽  
Forced Choice ◽  
Choice Test

scholarly journals The Interpretive Shaping of Embodied Musical Structure in Piano Performance

2013 ◽  
Vol 8 (2) ◽  
pp. 92 ◽  
Author(s):  
Bryony Buck ◽  
Jennifer MacRitchie ◽  
Nicholas J. Bailey
Keyword(s):  
Music Performance ◽  
Structural Features ◽  
Upper Body ◽  
Musical Structure ◽  
Piano Performance ◽  
Body Movements ◽  
Motion Patterns ◽  
Structural Interpretation ◽  
Highly Skilled ◽  
A Performance

Research has indicated that the magnitude of physical expressive movements during a performance helps to communicate a musician's affective intent. However, the underlying function of these performance gestures remains unclear. Nine highly skilled solo pianists are examined here to investigate the effect of structural interpretation on performance motion patterns. Following previous findings that these performers generate repeated patterns of motion through overall upper-body movements corresponding to phrasing structure, this study now investigates the particular shapes traced by these movements. Through this we identify universal and idiosyncratic features within the shapes of motion patterns generated by these performers. Gestural shapes are examined for performances of Chopin’s explicitly structured A major Prelude (Op. 28, No. 7) and are related to individual interpretations of the more complex phrasing structure of Chopin’s B minor Prelude (Op. 28, No. 6). Findings reveal a universal general embodiment of phrasing structure and other higher-level structural features of the music. The physical makeup of this embodiment, however, is particular to both the performer and the piece being performed. Examining the link between performers' movements and interpreted structure strengthens understanding of the connection between body and instrument, furthering awareness of the relations between cognitive interpretation and physical expression of structure within music performance.

The Forced-Choice Test as a Structured Q-Sort

1968 ◽  
Vol 28 (4) ◽  
pp. 1103-1110 ◽  
Author(s):  
Leonard V. Gordon ◽  
Richard J. Hofmann
Keyword(s):  
Forced Choice ◽  
Choice Test ◽  
Q Sort

Validation of a detector of response bias on a forced-choice test of nonverbal ability.

1994 ◽  
Vol 8 (1) ◽  
pp. 118-125 ◽  
Author(s):  
Richard I. Frederick ◽  
Stephen D. Sarfaty ◽  
J. Dennis Johnston ◽  
Jeffrey Powel
Keyword(s):  
Response Bias ◽  
Forced Choice ◽  
Choice Test ◽  
Nonverbal Ability

Multiple measures of malingering on a forced-choice test of cognitive ability.

1991 ◽  
Vol 3 (4) ◽  
pp. 596-602 ◽  
Author(s):  
Richard I. Frederick ◽  
Hilliard G. Foster
Keyword(s):  
Cognitive Ability ◽  
Forced Choice ◽  
Choice Test ◽  
Multiple Measures

scholarly journals Familiarity Changes as a Function of Perceptual Shifts

2010 ◽  
Vol 13 (2) ◽  
pp. 518-524 ◽  
Author(s):  
Salvador Algarabel ◽  
Alfonso Pitarque
Keyword(s):  
Forced Choice ◽  
Choice Test ◽  
New Words ◽  
The Third ◽  
Study Test ◽  
Forced Choice Task ◽  
The Difference ◽  
The Right ◽  
Better Than ◽  
Additional Phase

This experiment compares the yes-no and forced recognition tests as methods of measuring familiarity. Participants faced a phase of 3 study-test recognition trials in which they studied words using all the letters of the alphabet (overlapping condition, O), and an additional phase in which targets and lures did not share any letters (non-overlapping condition, NO). Finally, subjects performed a forced-choice task in which they had to choose one of two new words, each from one of the subsets (Parkin et al., 2001). Results in the NO condition were better than in the O condition in the yes-no recognition test, while the forced-choice rate was significantly higher than .50, showing their sensitivity to familiarity. When the letter set of the words for study in the third list of the NO condition was switched, the difference between NO and O conditions disappeared in yes-no test, while the force-choice rate was not higher than .50. We conclude that both the yes-no test and the forced-choice test are valid and equivalent measures of familiarity under the right conditions.

Comparison of the triangle and a self-defined two alternative forced choice test

2010 ◽  
Vol 21 (5) ◽  
pp. 547-552 ◽  
Author(s):  
Scott McClure ◽  
Harry T. Lawless
Keyword(s):  
Forced Choice ◽  
Choice Test

scholarly journals The Fast-Mapping Abilities of Adults With Developmental Language Disorder

2020 ◽  
Vol 63 (9) ◽  
pp. 3117-3129
Author(s):  
Karla K. McGregor ◽  
Nichole Eden ◽  
Timothy Arbisi-Kelm ◽  
Jacob Oleson
Keyword(s):  
Language Disorder ◽  
Recognition Performance ◽  
Semantic Category ◽  
Forced Choice ◽  
Spoken Word ◽  
Choice Test ◽  
Developmental Language Disorder ◽  
Fast Mapping ◽  
Semantic Categories ◽  
Mapping Condition

Purpose The aim of the study was to determine the integrity of fast mapping among adults with developmental language disorder (DLD). Method Forty-eight adults with DLD or typical language development (TD) were presented with 24 novel words and photos of their unfamiliar referents from the semantic categories of mammal, bird, fruit, or insect in two conditions. In the fast-mapping condition, 12 of the 24 unfamiliar referents were presented, one at a time alongside a familiar referent (e.g., a dog) and a question (e.g., Is the tail of the torato up? ). In the explicit-encoding condition, the other 12 unfamiliar referents were presented alone, one at a time, with a label (e.g., This is a spimer ). Immediately after exposure (T1) and again after a 1-day interval (T2), memory for the word-to-exemplar link was measured with a three-alternative forced-choice test, requiring the participant to match a spoken word to one of three pictured referents from the training set. At T2, memory for semantic category information was measured with a four-alternative forced-choice test, requiring the participant to match a spoken word to one of four prototypical silhouettes representing each of the semantic categories. Results Performance on word-to-exemplar link recognition was stronger for words learned in the explicit-encoding than the fast-mapping condition and stronger for the TD group than the DLD group. Time was not a significant factor as both groups maintained posttraining levels of performance after a 1-day retention interval. Performance on semantic category recognition was stronger for words learned in the explicit-encoding than the fast-mapping condition and stronger for the TD group than the DLD group. The lower category recognition performance of the DLD group was related to their lower nonverbal IQ scores. Conclusion Contexts that allow for explicit encoding yield better learning of word-to-referent links than contexts that allow for fast mapping in both stronger and weaker learners. Adults with DLD have difficulty learning the link between words and referents, whether trained via fast mapping or explicit encoding and whether tested with exemplar or category referents. Retention is a relative strength for adults with DLD. Supplemental Material https://doi.org/10.23641/asha.12765551

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