■通过镜像机制,基于动作观察和执行交替的运动训练方法(即,动作观察训练-AOT)促进运动能力的获得。以前的研究表明,视觉和听觉刺激都可能引起音乐相关手势的常见运动表现;然而,AOT在获得音乐技能方面的潜力仍未得到充分开发。
■21名音乐天真参与者接受了两个训练块:AOT和关键光观察训练(KOT)。AOT包括观察专家模型用右手在键盘上演奏的旋律序列,其次是参与者的模仿。连续六次重复观察和执行(T1-T6)。KOT遵循相同的程序,除了刺激的视觉内容,描绘与旋律相对应的钢琴键的顺序突出显示。正确率(C),关键压力强度(S)的受训者-模型相似性,并且在T1-T6期间收集了笔记持续时间(R)的受训者模型一致性。
■AOT和KOT都提高了音乐性能。值得注意的是,AOT在C和S方面相对于KOT表现出更高的学习程度。
■动作观察训练促进了旋律序列关键元素的获取,不仅包括音符的准确排序,还包括它们的表达特征,如关键压力动力学。将聆听和观察动作融合到共享的运动表现上,不仅解释了在全球所有音乐文化中应用的几种教学方法,而且还增强了当前音乐训练程序的潜在功效。
UNASSIGNED: Via mirror mechanism, motor training approaches based on the alternation of action observation and execution (i.e., Action Observation Training-AOT) promote the acquisition of motor abilities. Previous studies showed that both visual and auditory stimuli may elicit a common motor representation of music-related gestures; however, the potentialities of AOT for the acquisition of musical skills are still underexplored.
UNASSIGNED: Twenty-one music-naïve participants underwent two blocks of training: AOT and Key-light Observation Training (KOT). AOT consisted of the observation of a melodic sequence played on a keyboard with the right hand by an expert model, followed by participant\'s imitation. Observation and execution were repeated six consecutive times (T1-T6). KOT followed the same procedure, except for the visual content of the stimulus, depicting the sequential highlighting of the piano keys corresponding to the melody. The rate of correct notes (C), the trainee-model similarity of key-pressure strength (S), and the trainee-model consistency of note duration (R) were collected across T1-T6.
UNASSIGNED: Both AOT and KOT improved musical performance. Noteworthy, AOT showed a higher learning magnitude relative to KOT in terms of C and S.
UNASSIGNED: Action Observation Training promotes the acquisition of key elements of melodic sequences, encompassing not only the accurate sequencing of notes but also their expressive characteristics, such as key-pressure dynamics. The convergence of listening and observation of actions onto a shared motor representation not only explains several pedagogical approaches applied in all musical cultures worldwide, but also enhances the potential efficacy of current procedures for music training.