この文献の参照には次のURLをご利用ください : https://doi.org/10.15027/43980
音楽文化教育学研究紀要 25 号
2013-03-22 発行
幼児は楽曲習得時のピッチを覚えているか : 再生法による検討
Can Young Children Memorize the Absolute Pitch of a Newly Learned Tune?: An Examination with Production Task
大西 潤一
Abstract
Recent studies suggest that people with non-absolute pitch as commonly understood have a "permanent memory of absolute pitch." In the present study, kindergarten children learn a new tune in three different keys (pitch conditions) with four semitones apart. After nearly one month of practice, children individually sang the tune without accompaniment, and we measured their starting pitch. On another occasion, we measured their pitch when uttering their own names. An analysis of variance (ANOVA) revealed significant main effects of the pitch conditions and gender. Their absolute starting pitches when singing were near the absolute pitch of uttering their names, and the former and latter pitches were moderately correlated. This result suggests that young children memorized the new tune's pitch but were influenced by their speech pitch, and so they reproduced the tune beginning near their speech pitch.
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