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Effekten av seriell och blockindelad övning vid inlärning av rudiment för trumspel
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Artistic Studies.
2016 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Effects of Serial and Blocked Practice on the Acquisition of Drum Rudiments (English)
Abstract [sv]

Tidigare forskning har visat att hög contextual interference försämrar den omedelbara prestationen vid ackvisitionen av en färdighet, men främjar inlärning jämfört med låg contextual interference. Resultaten från tillämpad forskning är dock mångtydig och det råder oklarhet i när och i vilka sammanhang effekten uppstår. Syftet med denna positivistiska studie var att jämföra två övningsstrategier med olika grad av contextual interference vid inlärning av rudiments för trumspel. Vuxna musikhögskolestudenter (N=17) med begränsad erfarenhet av trumspel delades in i två grupper – seriell (n=8) och blockindelad (n=9). Uppgiften var att lära sig spela tre rudiment. Den blockindelade gruppen övade sex minuter på varje rudiment en gång, medan den seriella gruppen övade en minut på varje rudiment sex gånger. Deltagarnas retention testades direkt efter och 48 timmar efter övningen. Båda grupperna spelade signifikant snabbare mellan förtest och retentionstesten (p<.01) men det fanns ingen signifikant interaktion mellan grupp och mättillfälle (p=.96) vilket betyder att båda grupper blev lika mycket bättre. I diskussionen redovisas ett antal möjliga förklaringar till varför effekten inte visade sig i denna studie.

Abstract [en]

Previous research has found that high contextual interference hinders performance at acquisition but promotes learning compared to low contextual interference. The findings in applied research is however ambiguous and there’s uncertainty of when and in which contexts the effect occurs. The purpose of this study was to compare two practice strategies with different levels of contextual interference. Adult college music students (N=17) with limited experience playing drums were divided in to two treatment groups – serial (n=8) and blocked (n=9). The task was to learn to play three drum rudiments. The blocked group practiced each rudiment for six minutes one time while the serial group practice each rudiment for one minute six times. Retention tests were performed immediately after and 48 hours after acquisition. Both groups played significantly faster at retention compared to pre-test (p<.01) but there was no significant interaction between group and test (Pre-test to retention) (p=.96) meaning both groups improved equally. In the discussion a number possible of explanations as to why the effect wasn’t observed are presented.

Place, publisher, year, edition, pages
2016. , 32 p.
Keyword [en]
practice, rudiment, motor learning, motor skill, music, contextual interference, random, blocked, serial, drums, skill, acquisition
Keyword [sv]
övning, rudiment, motorisk inlärning, motorik, musik, kontextuell interferens, random, blocked, serial, trummor, färdighet, ackvisition
National Category
Music Learning
Identifiers
URN: urn:nbn:se:kau:diva-42679OAI: oai:DiVA.org:kau-42679DiVA: diva2:935478
Subject / course
Music
Educational program
Music Teacher Education Programme (300 ECTS credits)
Supervisors
Examiners
Available from: 2016-07-07 Created: 2016-06-10 Last updated: 2016-07-07Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
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Output format
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