Memorizing silently to perform tonal and nontonal notated music: A mixed-methods study with pianists.

Abstract

Musicians use silent music reading for memorizing, and this includes different types of mental imagery and analytical functions. The aim of this mixed-methods study was to address the effects of musical expertise, general level cognitive traits, and situational strategies on pianists’ performances after silent memorizing of notated music. We also compared pianists’ silent memorizing strategies between tonal and nontonal music. Thirty pianists performed short musical excerpts from memory after silently reading the notation for 1 minute. Following this, they described their memorizing strategies in an interview, and completed tests of cognitive style, aural skills, working memory, and music-processing style. The performances were assessed in terms of “recall rate” separately for both hands (accuracy of memorization) and “overall impression” (pianistic fluency and style). In tonal music, pianists’ aural imagery focused on imagining the melody, whereas in nontonal music, aural imagery typically focused on rhythmic aspects. In tonal music, conceptual strategies were related to traditional music analysis, whereas in nontonal music they were more piecemeal and atomistic in nature. According to linear mixed-effect models, right-hand recall rate was associated with higher aural skills, but left-hand recall rate was related to verbal cognitive style and analytical music-processing style, that is, more frequent use of music analysis in regular practice. Better performances in terms of overall impression were related to higher aural skills. Music education develops skills and strategies that are effective for memorizing, and beyond one’s working memory capacity. However, cognitive styles may also play a role in musicians’ silent memorizing.

Spanish Version of the Plymouth Sensory Imagery Questionnaire

“…An example of the implications of images in education is Birtel et al’s (2019) study evaluating the effectiveness of an imagery-based strategy designed to reduce prejudice in pre-schoolers. On the subject of music, Loimusalo and Huovinen (2018) examined the silent reading of music to memorize and analyze different types of mental images. Similarly, Pérez-Fabello et al (2018) analyzed the ability to mentally visualize objects in fine arts, psychology, and engineering undergraduates.…”

Expert pianists’ practice perspectives: A production and listening study

“…Participants. We used purposive sampling of participants based on an earlier study by Loimusalo & Huovinen (2018). We selected the four best music memorizers from that study, based on their total recall rates on the grounds that these participants were the ones most likely to demonstrate effective and interesting learning strategies.…”

Experiential and Cognitive Predictors of Sight-Singing Performance in Music Higher Education

“…For example, when participants need to recall information they already know well or when a task is automated, WMC is not related to performance ( Unsworth & Engle, 2007 ). Moreover, when pianists are memorizing music silently, their performance is linked to aural skills scores and cognitive styles but not to WMC, suggesting that memorization strategies or other acquired abilities could have a greater impact than WMC ( Loimusalo & Huovinen, 2018 ). Consequently, when studying the relationship between cognitive resources and performance, we must remember that musical experience and task particularities might mediate the impact of WMC.…”