The ability to accurately detect performance errors is a fundamental skill for music educators and has been a popular topic of research within the field of music education. In fact, it has been suggested that roughly half of all ensemble rehearsals are dedicated to error detection. The purpose of this literature review was to synthesize the research literature related to error detection among preservice and inservice music educators. The majority of error detection studies have centered on the topics of (a) defining errors and error hierarchy, (b) developing tests and programmed materials, (c) personal characteristics related to error detection ability, and (d) factors that influence error detection ability. Results from existing error detection studies suggest that not only are there valid and reliable methods for testing error detection ability, but certain variables have the potential to increase or decrease that ability. In addition, findings revealed that a tension exists between designing error detection studies with high ecological validity (real world, contextual relevance) and those with high internal validity (elimination of confounding variables). Based on these findings, I offer several recommendations for inservice music educators and music education faculty.
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