The effect of concurrent visual feedback on adult singing accuracy

Paney, Andrew S.; Tharp, Kevin

doi:10.1177/0305735619854534

Cited by 6 publications

(8 citation statements)

References 8 publications

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“…However, despite the distraction, feedback on dynamic stability allowed participants to consider it during their learning as evidenced by their improvement at both the Acquisition-NIC and Transfer condition. This effect coincides with previous results using RTVF for pitch accuracy in singing voice melody production where the results of performance tend to decay while using the technology but improve at later post-tests scores (Welch et al, 1989 ; Wilson et al, 2005 ; Paney and Tharp, 2019 ). This suggests that, besides the increase of cognitive load that RTVF may impose on participants by worsening their performance while receiving feedback, it should not be considered a damaging factor.…”

Section: Discussionsupporting

confidence: 91%

“…Participants from the control group also participated in two different conditions, but instead of receiving feedback, they were explicitly asked to focus their attention on a particular modality when performing the required exercise. Previous studies which evaluated the effects of real-time feedback have shown that although a pattern of worsening results appeared at the moment of receiving feedback, it was compensated with higher improvements at the Transfer conditions (Welch et al, 1989 ; Wilson et al, 2005 ; Paney and Tharp, 2019 ). The reasons attributed to these events are usually related to an increase in cognitive load at the time of receiving the feedback.…”

Section: Introductionmentioning

confidence: 94%

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Real-Time Sound and Motion Feedback for Violin Bow Technique Learning: A Controlled, Randomized Trial

2021

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The production of good sound generation in the violin is a complex task that requires coordination and spatiotemporal control of bowing gestures. The use of motion-capture technologies to improve performance or reduce injury risks in the area of kinesiology is becoming widespread. The combination of motion accuracy and sound quality feedback has the potential of becoming an important aid in violin learning. In this study, we evaluate motion-capture and sound-quality analysis technologies developed inside the context of the TELMI, a technology-enhanced music learning project. We analyzed the sound and bow motion of 50 participants with no prior violin experience while learning to produce a stable sound in the violin. Participants were divided into two groups: the experimental group (N = 24) received real-time visual feedback both on kinematics and sound quality, while participants in the control group (N = 26) practiced without any type of external help. An additional third group of violin experts performed the same task for comparative purposes (N = 15). After the practice session, all groups were evaluated in a transfer phase without feedback. At the practice phase, the experimental group improved their bowing kinematics in comparison to the control group, but this was at the expense of impairing the sound quality of their performance. At the retention phase, the experimental group showed better results in sound quality, especially concerning control of sound dynamics. Besides, we found that the expert group improved the stability of their sound while using the technology. All in all, these results emphasize the importance of feedback technologies in learning complex tasks, such as musical instrument learning.

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Section: Discussionsupporting

confidence: 91%

Section: Introductionmentioning

confidence: 94%

Real-Time Sound and Motion Feedback for Violin Bow Technique Learning: A Controlled, Randomized Trial

2021

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“…The most robust and reliable improvement was found when participants received augmented visual feedback during training through the commercial software package Erol Singer's Studio. This finding converges with other studies that found similar effects for training of singing accuracy (Hoppe et al, 2006;Paney & Tharp, 2021;Welch et al, 1989;Wilson et al, 2008), and more generally with research in the motor control literature suggesting an advantage for visual feedback in early learning stages for complex tasks (Sigrist et al, 2013). This result is important in both practical and theoretical senses.…”

Section: Discussionsupporting

confidence: 91%

“…One possible means of helping inaccurate singers is to provide feedback during imitation to augment their perceptual acuity. While reviews of previous studies have found mixed benefits from auditory feedback (Nichols & Lorah, 2020), research focusing on visual feedback has been more promising (Hoppe et al, 2006; Paney & Tharp, 2021; Welch et al, 1989; Wilson et al, 2008). This may be a result of the theory that in order to sing accurately, an individual must have an internal model of the auditory-vocal system, something not fully developed in all individuals (Pfordresher, Halpern, & Greenspon, 2015; Pfordresher & Mantell, 2014).…”

mentioning

confidence: 99%

The effect of visual and auditory feedback on adult poor-pitch remediation

Berglin

Pfordresher

Demorest

2021

Psychology of Music

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Previous research has led to the hypothesis that poor-pitch singing is the result of a weakness in the auditory/vocal loop. The present study evaluated this hypothesis in a training paradigm that used visual feedback to augment potentially faulty auditory-vocal associations. Following pretest with the Seattle Singing Accuracy Protocol (SSAP), participants were randomly assigned to one of three 20-min training conditions: (1) visual feedback training with auditory doubling, in which participants could both see and hear real-time feedback showing the relationship between their sung pitch and the target, (2) auditory feedback training, where participants relied only on airborne auditory feedback from their own voice, and (3) control training which involved imitation of speech from a foreign language instruction recording. After training, the SSAP was administered again as a posttest measure. There was a general improvement from pretest to posttest across all groups. However, the effect of training was only significant for participants who received visual feedback training, with greater gains in visual training than either of the other conditions. This pattern of results was particularly pronounced for performance on 4-note melodies in the SSAP, in contrast to single pitch matching. Visual feedback may facilitate accuracy by substituting for inaccurate auditory-motor associations. The fact that training, even over a very short time-span, can have significant effects on singing underlines the importance of practice, and supports the hypothesis that singing is a learned skill that can benefit from experience and may not simply reflect an inherited talent.

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“…They also found that participants' results tended to worsen at the moment of receiving feedback. Recently, Paney and Tharp ( 2019 ) evaluated the effects of real-time visual feedback with KR after 10 weeks of melody-singing training without finding significant differences with the control group. Some remarkable insights from that study come from the fact that participants using visual feedback tended to obtain better results than the control group although both groups improved.…”

Section: Introductionmentioning

confidence: 99%

Effects of Visual and Auditory Feedback in Violin and Singing Voice Pitch Matching Tasks

2021

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Auditory-guided vocal learning is a mechanism that operates both in humans and other animal species making us capable to imitate arbitrary sounds. Both auditory memories and auditory feedback interact to guide vocal learning. This may explain why it is easier for humans to imitate the pitch of a human voice than the pitch of a synthesized sound. In this study, we compared the effects of two different feedback modalities in learning pitch-matching abilities using a synthesized pure tone in 47 participants with no prior music experience. Participants were divided into three groups: a feedback group (N = 15) receiving real-time visual feedback of their pitch as well as knowledge of results; an equal-timbre group (N = 17) receiving additional auditory feedback of the target note with a similar timbre to the instrument being used (i.e., violin or human voice); and a control group (N = 15) practicing without any feedback or knowledge of results. An additional fourth group of violin experts performed the same task for comparative purposes (N = 15). All groups were posteriorly evaluated in a transfer phase. Both experimental groups (i.e., the feedback and equal-timbre groups) improved their intonation abilities with the synthesized sound after receiving feedback. Participants from the equal-timber group seemed as capable as the feedback group of producing the required pitch with the voice after listening to the human voice, but not with the violin (although they also showed improvement). In addition, only participants receiving real-time visual feedback learned and retained in the transfer phase the mapping between the synthesized pitch and its correspondence with the produced vocal or violin pitch. It is suggested that both the effect of an objective external reward, together with the experience of exploring the pitch space with their instrument in an explicit manner, helped participants to understand how to control their pitch production, strengthening their schemas, and favoring retention.

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The effect of concurrent visual feedback on adult singing accuracy

Cited by 6 publications

References 8 publications

Real-Time Sound and Motion Feedback for Violin Bow Technique Learning: A Controlled, Randomized Trial

Real-Time Sound and Motion Feedback for Violin Bow Technique Learning: A Controlled, Randomized Trial

The effect of visual and auditory feedback on adult poor-pitch remediation

Effects of Visual and Auditory Feedback in Violin and Singing Voice Pitch Matching Tasks

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