title: Learning expressive percussion performance under different visual feedback conditions.
abstract: A study was conducted to test the effect of two different forms of real-time visual feedback on expressive percussion performance. Conservatory percussion students performed imitations of recorded teacher performances while receiving either high-level feedback on the expressive style of their performances, low-level feedback on the timing and dynamics of the performed notes, or no feedback. The high-level feedback was based on a Bayesian analysis of the performances, while the low-level feedback was based on the raw participant timing and dynamics data. Results indicated that neither form of feedback led to significantly smaller timing and dynamics errors. However, high-level feedback did lead to a higher proficiency in imitating the expressive style of the target performances, as indicated by a probabilistic measure of expressive style. We conclude that, while potentially disruptive to timing processes involved in music performance due to extraneous cognitive load, high-level visual feedback can improve participant imitations of expressive performance features.
authors.affiliation: Donders Institute for Brain, Cognition, and Behaviour, Radboud University Nijmegen, PO Box 9104, 6500 HE Nijmegen, The Netherlands. a.brandmeyer@donders.ru.nl
authors.forename: Alex
authors.initials: A
authors.lastname: Brandmeyer
authors.forename: Renee
authors.initials: R
authors.lastname: Timmers
authors.forename: Makiko
authors.initials: M
authors.lastname: Sadakata
authors.forename: Peter
authors.initials: P
authors.lastname: Desain
mesh_terms: D056228:Feedback, Sensory / Q000502:physiology*; D006801:Humans; D007858:Learning / Q000502:physiology*; D009146:Music; D011597:Psychomotor Performance / Q000502:physiology*; D055815:Young Adult