Department of Psychology, McGill University, Montreal, Quebec, Canada.
Mem Cognit. 2012 May;40(4):567-78. doi: 10.3758/s13421-011-0177-x.
In two experiments, we investigated how auditory-motor learning influences performers' memory for music. Skilled pianists learned novel melodies in four conditions: auditory only (listening), motor only (performing without sound), strongly coupled auditory-motor (normal performance), and weakly coupled auditory-motor (performing along with auditory recordings). Pianists' recognition of the learned melodies was better following auditory-only or auditory-motor (weakly coupled and strongly coupled) learning than following motor-only learning, and better following strongly coupled auditory-motor learning than following auditory-only learning. Auditory and motor imagery abilities modulated the learning effects: Pianists with high auditory imagery scores had better recognition following motor-only learning, suggesting that auditory imagery compensated for missing auditory feedback at the learning stage. Experiment 2 replicated the findings of Experiment 1 with melodies that contained greater variation in acoustic features. Melodies that were slower and less variable in tempo and intensity were remembered better following weakly coupled auditory-motor learning. These findings suggest that motor learning can aid performers' auditory recognition of music beyond auditory learning alone, and that motor learning is influenced by individual abilities in mental imagery and by variation in acoustic features.
在两项实验中，我们研究了听觉-运动学习如何影响演奏者对音乐的记忆。熟练的钢琴家在四种条件下学习新的旋律：仅听觉（听）、仅运动（无声演奏）、强耦合听觉-运动（正常演奏）和弱耦合听觉-运动（随听觉录音演奏）。与仅运动学习相比，仅听觉或听觉-运动（弱耦合和强耦合）学习后，钢琴家对所学旋律的识别更好，而强耦合听觉-运动学习后比仅听觉学习更好。听觉和运动意象能力调节了学习效果：听觉意象得分较高的钢琴家在仅运动学习后识别能力更好，这表明在学习阶段，听觉意象弥补了缺失的听觉反馈。实验 2 使用在声学特征上有更大变化的旋律复制了实验 1 的发现。速度和节奏强度变化较小的旋律，通过弱耦合听觉-运动学习后能更好地被记住。这些发现表明，运动学习可以帮助演奏者在听觉学习之外更好地识别音乐，并且运动学习受到心理意象个体能力和声学特征变化的影响。
