Recording thoughts while memorizing music: a case study.
Identifieur interne : 000F52 ( Main/Exploration ); précédent : 000F51; suivant : 000F53Recording thoughts while memorizing music: a case study.
Auteurs : Tania Lisboa [Royaume-Uni] ; Roger Chaffin [États-Unis] ; Alexander P. Demos [États-Unis]Source :
- Frontiers in psychology [ 1664-1078 ] ; 2014.
Abstract
Musicians generally believe that memory differs from one person to the next. As a result, memorizing strategies that could be useful to almost everyone are not widely taught. We describe how an 18-years old piano student (Grade 7, ABRSM), learned to memorize by recording her thoughts, a technique inspired by studies of how experienced soloists memorize. The student, who had previously ignored suggestions that she play from memory, decided to learn to memorize, selecting Schumann's "Der Dichter Spricht" for this purpose. Rather than explicitly teaching the student how to memorize, the teacher taught her to record her thoughts while playing by marking them on copies of the score, adapting an approach used previously in research with experienced performers. Over a 6½ week period, the student recorded her thoughts during practice (five times) and while performing from memory for the teacher (three times). The student also video-recorded 3 weeks of practice, three performances, and the reconstruction of the piece from memory after a 9½-weeks break. The thoughts that the student reported were prepared during practice, stable over time, and functioned as memory retrieval cues during reconstruction. This suggests that the student memorized in the same way as the more experienced musicians who have been studied previously and that teaching student musicians to record their thoughts may be an effective way to help them memorize. The speed and durability of her memorization surprised the student, inspiring her to perform in public and to use the same technique for new pieces.
DOI: 10.3389/fpsyg.2014.01561
PubMed: 25667574
PubMed Central: PMC4304245
Affiliations:
Links toward previous steps (curation, corpus...)
Le document en format XML
<record><TEI><teiHeader><fileDesc><titleStmt><title xml:lang="en">Recording thoughts while memorizing music: a case study.</title><author><name sortKey="Lisboa, Tania" sort="Lisboa, Tania" uniqKey="Lisboa T" first="Tania" last="Lisboa">Tania Lisboa</name><affiliation wicri:level="1"><nlm:affiliation>Centre for Performance Science, Royal College of Music London, UK.</nlm:affiliation><country xml:lang="fr">Royaume-Uni</country><wicri:regionArea>Centre for Performance Science, Royal College of Music London</wicri:regionArea><wicri:noRegion>Royal College of Music London</wicri:noRegion></affiliation></author><author><name sortKey="Chaffin, Roger" sort="Chaffin, Roger" uniqKey="Chaffin R" first="Roger" last="Chaffin">Roger Chaffin</name><affiliation wicri:level="2"><nlm:affiliation>Department of Psychology, University of Connecticut Storrs, CT, USA.</nlm:affiliation><country xml:lang="fr">États-Unis</country><wicri:regionArea>Department of Psychology, University of Connecticut Storrs, CT</wicri:regionArea><placeName><region type="state">Connecticut</region></placeName></affiliation></author><author><name sortKey="Demos, Alexander P" sort="Demos, Alexander P" uniqKey="Demos A" first="Alexander P" last="Demos">Alexander P. Demos</name><affiliation wicri:level="2"><nlm:affiliation>Department of Psychology, University of Connecticut Storrs, CT, USA.</nlm:affiliation><country xml:lang="fr">États-Unis</country><wicri:regionArea>Department of Psychology, University of Connecticut Storrs, CT</wicri:regionArea><placeName><region type="state">Connecticut</region></placeName></affiliation></author></titleStmt><publicationStmt><idno type="wicri:source">PubMed</idno><date when="2014">2014</date><idno type="RBID">pubmed:25667574</idno><idno type="pmid">25667574</idno><idno type="doi">10.3389/fpsyg.2014.01561</idno><idno type="pmc">PMC4304245</idno><idno type="wicri:Area/Main/Corpus">000E51</idno><idno type="wicri:explorRef" wicri:stream="Main" wicri:step="Corpus" wicri:corpus="PubMed">000E51</idno><idno type="wicri:Area/Main/Curation">000E51</idno><idno type="wicri:explorRef" wicri:stream="Main" wicri:step="Curation">000E51</idno><idno type="wicri:Area/Main/Exploration">000E51</idno></publicationStmt><sourceDesc><biblStruct><analytic><title xml:lang="en">Recording thoughts while memorizing music: a case study.</title><author><name sortKey="Lisboa, Tania" sort="Lisboa, Tania" uniqKey="Lisboa T" first="Tania" last="Lisboa">Tania Lisboa</name><affiliation wicri:level="1"><nlm:affiliation>Centre for Performance Science, Royal College of Music London, UK.</nlm:affiliation><country xml:lang="fr">Royaume-Uni</country><wicri:regionArea>Centre for Performance Science, Royal College of Music London</wicri:regionArea><wicri:noRegion>Royal College of Music London</wicri:noRegion></affiliation></author><author><name sortKey="Chaffin, Roger" sort="Chaffin, Roger" uniqKey="Chaffin R" first="Roger" last="Chaffin">Roger Chaffin</name><affiliation wicri:level="2"><nlm:affiliation>Department of Psychology, University of Connecticut Storrs, CT, USA.</nlm:affiliation><country xml:lang="fr">États-Unis</country><wicri:regionArea>Department of Psychology, University of Connecticut Storrs, CT</wicri:regionArea><placeName><region type="state">Connecticut</region></placeName></affiliation></author><author><name sortKey="Demos, Alexander P" sort="Demos, Alexander P" uniqKey="Demos A" first="Alexander P" last="Demos">Alexander P. Demos</name><affiliation wicri:level="2"><nlm:affiliation>Department of Psychology, University of Connecticut Storrs, CT, USA.</nlm:affiliation><country xml:lang="fr">États-Unis</country><wicri:regionArea>Department of Psychology, University of Connecticut Storrs, CT</wicri:regionArea><placeName><region type="state">Connecticut</region></placeName></affiliation></author></analytic><series><title level="j">Frontiers in psychology</title><idno type="ISSN">1664-1078</idno><imprint><date when="2014" type="published">2014</date></imprint></series></biblStruct></sourceDesc></fileDesc><profileDesc><textClass></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en">Musicians generally believe that memory differs from one person to the next. As a result, memorizing strategies that could be useful to almost everyone are not widely taught. We describe how an 18-years old piano student (Grade 7, ABRSM), learned to memorize by recording her thoughts, a technique inspired by studies of how experienced soloists memorize. The student, who had previously ignored suggestions that she play from memory, decided to learn to memorize, selecting Schumann's "Der Dichter Spricht" for this purpose. Rather than explicitly teaching the student how to memorize, the teacher taught her to record her thoughts while playing by marking them on copies of the score, adapting an approach used previously in research with experienced performers. Over a 6½ week period, the student recorded her thoughts during practice (five times) and while performing from memory for the teacher (three times). The student also video-recorded 3 weeks of practice, three performances, and the reconstruction of the piece from memory after a 9½-weeks break. The thoughts that the student reported were prepared during practice, stable over time, and functioned as memory retrieval cues during reconstruction. This suggests that the student memorized in the same way as the more experienced musicians who have been studied previously and that teaching student musicians to record their thoughts may be an effective way to help them memorize. The speed and durability of her memorization surprised the student, inspiring her to perform in public and to use the same technique for new pieces. </div></front></TEI><pubmed><MedlineCitation Status="PubMed-not-MEDLINE" Owner="NLM"><PMID Version="1">25667574</PMID><DateCompleted><Year>2015</Year><Month>02</Month><Day>10</Day></DateCompleted><DateRevised><Year>2020</Year><Month>09</Month><Day>30</Day></DateRevised><Article PubModel="Electronic-eCollection"><Journal><ISSN IssnType="Print">1664-1078</ISSN><JournalIssue CitedMedium="Print"><Volume>5</Volume><PubDate><Year>2014</Year></PubDate></JournalIssue><Title>Frontiers in psychology</Title><ISOAbbreviation>Front Psychol</ISOAbbreviation></Journal><ArticleTitle>Recording thoughts while memorizing music: a case study.</ArticleTitle><Pagination><MedlinePgn>1561</MedlinePgn></Pagination><ELocationID EIdType="doi" ValidYN="Y">10.3389/fpsyg.2014.01561</ELocationID><Abstract><AbstractText>Musicians generally believe that memory differs from one person to the next. As a result, memorizing strategies that could be useful to almost everyone are not widely taught. We describe how an 18-years old piano student (Grade 7, ABRSM), learned to memorize by recording her thoughts, a technique inspired by studies of how experienced soloists memorize. The student, who had previously ignored suggestions that she play from memory, decided to learn to memorize, selecting Schumann's "Der Dichter Spricht" for this purpose. Rather than explicitly teaching the student how to memorize, the teacher taught her to record her thoughts while playing by marking them on copies of the score, adapting an approach used previously in research with experienced performers. Over a 6½ week period, the student recorded her thoughts during practice (five times) and while performing from memory for the teacher (three times). The student also video-recorded 3 weeks of practice, three performances, and the reconstruction of the piece from memory after a 9½-weeks break. The thoughts that the student reported were prepared during practice, stable over time, and functioned as memory retrieval cues during reconstruction. This suggests that the student memorized in the same way as the more experienced musicians who have been studied previously and that teaching student musicians to record their thoughts may be an effective way to help them memorize. The speed and durability of her memorization surprised the student, inspiring her to perform in public and to use the same technique for new pieces. </AbstractText></Abstract><AuthorList CompleteYN="Y"><Author ValidYN="Y"><LastName>Lisboa</LastName><ForeName>Tania</ForeName><Initials>T</Initials><AffiliationInfo><Affiliation>Centre for Performance Science, Royal College of Music London, UK.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Chaffin</LastName><ForeName>Roger</ForeName><Initials>R</Initials><AffiliationInfo><Affiliation>Department of Psychology, University of Connecticut Storrs, CT, USA.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Demos</LastName><ForeName>Alexander P</ForeName><Initials>AP</Initials><AffiliationInfo><Affiliation>Department of Psychology, University of Connecticut Storrs, CT, USA.</Affiliation></AffiliationInfo></Author></AuthorList><Language>eng</Language><PublicationTypeList><PublicationType UI="D016428">Journal Article</PublicationType></PublicationTypeList><ArticleDate DateType="Electronic"><Year>2015</Year><Month>01</Month><Day>23</Day></ArticleDate></Article><MedlineJournalInfo><Country>Switzerland</Country><MedlineTA>Front Psychol</MedlineTA><NlmUniqueID>101550902</NlmUniqueID><ISSNLinking>1664-1078</ISSNLinking></MedlineJournalInfo><CommentsCorrectionsList><CommentsCorrections RefType="CommentIn"><RefSource>Front Psychol. 2016;7:1319</RefSource><PMID Version="1">27628692</PMID></CommentsCorrections></CommentsCorrectionsList><KeywordList Owner="NOTNLM"><Keyword MajorTopicYN="N">learning</Keyword><Keyword MajorTopicYN="N">memorization</Keyword><Keyword MajorTopicYN="N">performance</Keyword><Keyword MajorTopicYN="N">teaching</Keyword><Keyword MajorTopicYN="N">thoughts</Keyword></KeywordList></MedlineCitation><PubmedData><History><PubMedPubDate PubStatus="received"><Year>2014</Year><Month>03</Month><Day>31</Day></PubMedPubDate><PubMedPubDate PubStatus="accepted"><Year>2014</Year><Month>12</Month><Day>16</Day></PubMedPubDate><PubMedPubDate PubStatus="entrez"><Year>2015</Year><Month>2</Month><Day>11</Day><Hour>6</Hour><Minute>0</Minute></PubMedPubDate><PubMedPubDate PubStatus="pubmed"><Year>2015</Year><Month>2</Month><Day>11</Day><Hour>6</Hour><Minute>0</Minute></PubMedPubDate><PubMedPubDate PubStatus="medline"><Year>2015</Year><Month>2</Month><Day>11</Day><Hour>6</Hour><Minute>1</Minute></PubMedPubDate></History><PublicationStatus>epublish</PublicationStatus><ArticleIdList><ArticleId IdType="pubmed">25667574</ArticleId><ArticleId IdType="doi">10.3389/fpsyg.2014.01561</ArticleId><ArticleId IdType="pmc">PMC4304245</ArticleId></ArticleIdList><ReferenceList><Reference><Citation>Psychol Rev. 1995 Apr;102(2):211-45</Citation><ArticleIdList><ArticleId IdType="pubmed">7740089</ArticleId></ArticleIdList></Reference><Reference><Citation>Cogn Psychol. 2002 Feb;44(1):1-32</Citation><ArticleIdList><ArticleId IdType="pubmed">11814308</ArticleId></ArticleIdList></Reference><Reference><Citation>Psychol Sci. 2002 Jul;13(4):342-9</Citation><ArticleIdList><ArticleId IdType="pubmed">12137137</ArticleId></ArticleIdList></Reference><Reference><Citation>Behav Res Methods. 2011 Mar;43(1):278-91</Citation><ArticleIdList><ArticleId IdType="pubmed">21287106</ArticleId></ArticleIdList></Reference><Reference><Citation>Ann N Y Acad Sci. 2001 Jun;930:389-93</Citation><ArticleIdList><ArticleId IdType="pubmed">11458846</ArticleId></ArticleIdList></Reference><Reference><Citation>Perspect Psychol Sci. 2006 Dec;1(4):277-311</Citation><ArticleIdList><ArticleId IdType="pubmed">26151796</ArticleId></ArticleIdList></Reference><Reference><Citation>J Exp Psychol Gen. 2001 Dec;130(4):701-25</Citation><ArticleIdList><ArticleId IdType="pubmed">11757876</ArticleId></ArticleIdList></Reference></ReferenceList></PubmedData></pubmed><affiliations><list><country><li>Royaume-Uni</li><li>États-Unis</li></country><region><li>Connecticut</li></region></list><tree><country name="Royaume-Uni"><noRegion><name sortKey="Lisboa, Tania" sort="Lisboa, Tania" uniqKey="Lisboa T" first="Tania" last="Lisboa">Tania Lisboa</name></noRegion></country><country name="États-Unis"><region name="Connecticut"><name sortKey="Chaffin, Roger" sort="Chaffin, Roger" uniqKey="Chaffin R" first="Roger" last="Chaffin">Roger Chaffin</name></region><name sortKey="Demos, Alexander P" sort="Demos, Alexander P" uniqKey="Demos A" first="Alexander P" last="Demos">Alexander P. Demos</name></country></tree></affiliations></record>Pour manipuler ce document sous Unix (Dilib)
EXPLOR_STEP=$WICRI_ROOT/Sante/explor/SanteMusiqueV1/Data/Main/Exploration
HfdSelect -h $EXPLOR_STEP/biblio.hfd -nk 000F52 | SxmlIndent | more
Ou
HfdSelect -h $EXPLOR_AREA/Data/Main/Exploration/biblio.hfd -nk 000F52 | SxmlIndent | more
Pour mettre un lien sur cette page dans le réseau Wicri
{{Explor lien
|wiki= Sante
|area= SanteMusiqueV1
|flux= Main
|étape= Exploration
|type= RBID
|clé= pubmed:25667574
|texte= Recording thoughts while memorizing music: a case study.
}}
Pour générer des pages wiki
HfdIndexSelect -h $EXPLOR_AREA/Data/Main/Exploration/RBID.i -Sk "pubmed:25667574" \
| HfdSelect -Kh $EXPLOR_AREA/Data/Main/Exploration/biblio.hfd \
| NlmPubMed2Wicri -a SanteMusiqueV1
| This area was generated with Dilib version V0.6.38. |  |