本文選題：非音樂(lè)短時(shí)記憶 + 音樂(lè)短時(shí)記憶　； 參考：《西北師范大學(xué)》2006年碩士論文

【摘要】： 對(duì)短時(shí)記憶的研究業(yè)已滲透到各個(gè)具體的研究領(lǐng)域。音樂(lè)短時(shí)記憶能力的發(fā)展一直受到音樂(lè)教育和器樂(lè)演奏研究者的關(guān)注。本研究試圖通過(guò)實(shí)證的方式，探討音樂(lè)短時(shí)記憶中存在的一些重要問(wèn)題，并提供有效的解決策略。 本論文引用大量的已有研究成果，描述了非音樂(lè)短時(shí)記憶的發(fā)展軌跡，，羅列了音樂(lè)短時(shí)記憶已有的研究方向，介紹了音樂(lè)短時(shí)記憶的多項(xiàng)實(shí)證研究及尚未解決的問(wèn)題。 在深入學(xué)習(xí)研究短時(shí)記憶理論的基礎(chǔ)上，筆者結(jié)合現(xiàn)實(shí)音樂(lè)教學(xué)情境，對(duì)高等院校音樂(lè)專(zhuān)業(yè)學(xué)生的音樂(lè)短時(shí)記憶能力進(jìn)行了測(cè)量。測(cè)量維度主要涉及四個(gè)方面：(1)記憶策略對(duì)音樂(lè)短時(shí)記憶效果的影響，(2)對(duì)大調(diào)式、小調(diào)式以及民族調(diào)式的感知，(3)對(duì)2／4拍、3／4拍、4／4拍以及6／8拍等四種節(jié)拍的感知，(4)不同音樂(lè)專(zhuān)業(yè)方向?qū)W習(xí)者的記憶差異。 本研究第一實(shí)驗(yàn)組和第二實(shí)驗(yàn)組的被試分別為西北師范大學(xué)音樂(lè)學(xué)院04級(jí)表演班的本科生和04級(jí)音樂(lè)學(xué)專(zhuān)業(yè)的碩士研究生。每個(gè)被試都要完成記憶廣度任務(wù)，研究結(jié)果顯示： 1．第二實(shí)驗(yàn)組被試的音樂(lè)短時(shí)記憶成績(jī)好于第一實(shí)驗(yàn)組被試的音樂(lè)短時(shí)記憶成績(jī)。這說(shuō)明，運(yùn)用一定的記憶策略有助于提高音樂(lè)短時(shí)記憶的效果。 2．大調(diào)式雖然在第4小節(jié)的成績(jī)上高于小調(diào)式以及民族調(diào)式，但是，三種調(diào)式在整體記憶成績(jī)上并未存在明顯差異。 3．在對(duì)2／4拍、3／4拍、4／4拍以及6／8拍的感知上，4／4拍整體記憶成績(jī)略好于其它三種節(jié)拍，但是這種差異并不顯著。 4．從第一實(shí)驗(yàn)組和第二實(shí)驗(yàn)組的錯(cuò)誤率統(tǒng)計(jì)結(jié)果來(lái)看，第1小節(jié)和第8小節(jié)錯(cuò)誤率最低，出錯(cuò)率最高在第5、6、7小節(jié)。 5．研究顯示，器樂(lè)專(zhuān)業(yè)音樂(lè)短時(shí)記憶能力較強(qiáng)，其次為音樂(lè)教育理論、西方音樂(lè)史及中國(guó)傳統(tǒng)音樂(lè)研究專(zhuān)業(yè)和作曲理論專(zhuān)業(yè)，聲樂(lè)專(zhuān)業(yè)成績(jī)較低。 在測(cè)量所得結(jié)論的基礎(chǔ)上，筆者分析了本研究存在的局限及不足之處。探討了現(xiàn)有音樂(lè)記憶能力培養(yǎng)存在的問(wèn)題，并對(duì)今后的音樂(lè)記憶發(fā)展提出了自己的觀點(diǎn)。同時(shí)，為進(jìn)一步深入地研究音樂(lè)長(zhǎng)時(shí)記憶——背譜問(wèn)題提出了意見(jiàn)。
[Abstract]:The study of short-term memory has penetrated into various specific research fields. The development of music short-term memory has been paid much attention by the researchers of music education and instrumental music playing. This study attempts to explore some important problems in music short-term memory through empirical research and provide effective solutions. This paper cites a large number of existing research results, describes the development of non-musical short-term memory, lists the existing research direction of music short-term memory, and introduces a number of empirical research and unsolved problems of music short-term memory. On the basis of deeply studying the theory of short-term memory, the author measures the ability of music short-term memory of students majoring in music in colleges and universities in combination with the actual music teaching situation. The measurement dimension mainly involves four aspects: (1) the effect of memory strategy on the short-term memory effect of music. The difference of memory of learners in different music major direction is that the perception of two / four / four beats and six eight beats is different in different aspects of music professional direction learners' perception of small tone and national mode of perception is 3) 3 / 4) 4 / 4 (4 / 4) and 6 / 8 (4 / 8) respectively) the difference of learners' memory in different music majors. The subjects of the first and second experimental groups in this study were the undergraduate students of Grade 04 of the Music College of Northwest normal University and the Master of Musicology of Grade 04, respectively. Each participant was asked to complete the memory span task. The results showed that: 1. The music short-term memory score of the second experimental group was better than that of the first experimental group. This shows that the use of certain memory strategies is helpful to improve the effect of music short-term memory. 2. Although the performance of the big mode is higher than that of the minor mode and the national mode in the fourth section, there is no obvious difference between the three modes in the overall memory performance. 3. In terms of perception of 2 / 4, 4 / 4, 4 / 4 and 6 / 8, overall memory performance was slightly better than the other three, but the difference was not significant. 4. According to the statistical results of the first and second experimental groups, the first and eighth sections have the lowest error rate and the highest error rate is in the 5th and 7th section. 5. The research shows that instrumental music majors have strong short-term memory ability, followed by music education theory, western music history, Chinese traditional music studies and composition theory, and vocal music professional scores are lower. On the basis of the results obtained, the author analyzes the limitations and shortcomings of this study. This paper probes into the existing problems in the cultivation of musical memory and puts forward its own views on the development of musical memory in the future. At the same time, some suggestions are put forward for the further study of the long-term memory-back spectrum of music.
【學(xué)位授予單位】：西北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2006
【分類(lèi)號(hào)】：J60

【引證文獻(xiàn)】

相關(guān)期刊論文 前1條

1 宋曉茹;馬東風(fēng);;動(dòng)畫(huà)音樂(lè)與兒童早期音樂(lè)心理發(fā)展的關(guān)系研究[J];人民音樂(lè);2012年06期

相關(guān)碩士學(xué)位論文 前2條

1 莊甜甜;4-5歲幼兒音樂(lè)記憶能力培養(yǎng)的教學(xué)實(shí)踐研究[D];華東師范大學(xué);2011年

2 覃薇薇;音高模式在即時(shí)回憶中的加工方式及其表征[D];華中師范大學(xué);2008年

本文編號(hào)：1958329