Interference of the Transcription Process and Other Selected Variables on Perception and Memory During Melodic Dictation

One hundred and thirty-six theory students participated in a melodic dictation experiment. Subjects were randomly assigned to one of six dictation strategy groups contrasted by simultaneous writing, concentration before notation, and singing before writing. The task within the experiment consisted of notating 12 melodies presented aurally. Strategies were combined across single and dual melodic presentations to see if any of three methods were significantly more effective regardless of the number of presentations. Results of the analysis revealed no significant differences (.05) among the strategies. When the six groups were analyzed individually, significantly higher scores were revealed for Groups 4 (writing while hearing the melody twice) and 5 (writing after hearing the melody twice). Overall, written response accuracy for the six groups was 48%. Subjects in groups that sang reproduced the melodies at a 43% level of correctness. Their written responses matched their vocal responses 61 % of the time.