Computer-Based Recognition of Perceptual Patterns in Chord Quality Dictation Exercises

Abstract

This experiment measured achievement of 18 freshman music majors in the GUIDO chord quality program and determined the pattern of student responses to chord quality dictation exercises. A two-part test to measure student achievement on chords in close position and on chords in open position was administered before any training began, at the end of the first semester after training on chords in close position but before training in open position, and at the end of the second semester after training on chords in open position. Correlated t-test comparisons of scores showed significant learning gains on the basis of chords in close position during the first semester and on open position chords during the second semester. Additional significant increases on the basis of chords in open position during the first semester and chords in close position during the second semester indicated existence of a transfer mechanism. Analysis of responses to the third set of tests led to the identification of five principles of chord-quality confusions.