The purpose of this research was to examine the effects of grade level and playing experience as well as listening condition on melodic error detection by young instrumental students. Participants (N = 31) were fifth- and sixth-grade students with either 1 or 2 years of experience playing their instrument. The participants were tested in two listening conditions, listening to recordings and listening to themselves while playing. Analysis of the data revealed no differences attributable to listening condition, grade level, or experience. Overall high scores indicate strong abilities in melodic error detection with familiar melodies by students with 1 or more years of experience, including listening to themselves during performance. Further research is called for with a larger sample size and with more musical elements.
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