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Participants (N = 33) engaged in a series of six short melodies, where each participant played three melodies and listened to three melodies  . The investigator provided each participant a 10-second time period to examine each of the four-measure melodies, and then each participant was asked to identify any perceived errors they may have heard while either listening to the melodies or playing the melodies  . The most salient result from this study was that participants demonstrated a high overall success rate in error detection tasks regardless of age, years of performance experience, or order of listening condition  . Participants attributed a portion of their success to their familiarity of the tunes selected; however, despite the condition, participants had a more difficult time identifying melodic errors in unfamiliar melodies  .  \nKeywords: adult amateur musicians, melodic error detection, lifelong learning, New Horizons  \nIntroduction  \nResearch in the area of adult amateur musicianship has steadily risen over the years as senior adults have become more involved in music-related activities. While this area of research has garnered more attention, the primary focus has been on enhancing the quality of life (Coffman, 2008, 2009; Coleman, 2000; Rohwer & Coffman, 2006; Schellenberg, 2005), the improved mental, physical, and social benefits of playing an instrument,(Bittman et al., 2005; Coffman, 2002; Coffman & Adamek, 1999; Dabback, 2008; Ernst & Emmons, 1992), and the general attitudes of participating in music as an adult (Rohwer, 2013; Rohwer et al., 2013) . As a direct result of the increase in musical activity, efforts have been made to accommodate the rapidly growing adult amateur population’s desire to learn music, and examining this phenomenon has become more approachable. Com-  \nContributions to Music Education  \nmunity instrumental ensembles geared toward meeting the needs of senior adults have emerged in recent years. Perhaps the most significant of these is the New Horizons International Music Association, which has served as a catalyst and a model for the creation of nearly 200 ensembles that focus on making music with senior adults (Ernst & Emmons, 1992). For some, the lifelong dream of learning an instrument is realized. For others, an extended hiatus from playing an instrument concludes and they are in search of a re-entry point to the music-making process. In either case, adults have opportunities afforded to them to be part ofan organization that promotes lifelong learning in a relaxed, stress-free environment. Perhaps more importantly, it removes the stereotype that “If you didn’t learn how to play an instrument as a child, it’s too late”(Ernst & Emmons, 1992, p. 30) .  \nAs more adults begin to participate in music-making activities, it is important to understand the nature of the adult music learner (Coffman, 2009; Coffman & Levy, 1997; Rohwer, 2005) . Coffman (2009) recognized that the majority of the extant literature centered on adult music learners is often geared toward “the characteristics of the participants, their motivations and, sometimes, their perceived benefits, rather than how they learn or how they are taught”(p. 230). This realization is an important step in understanding the adult learner and how they process music. By understanding how adult amateurs process music, the likelihood of creating meaningful musical experiences should increase. Adults bring with them myriad life experiences, psychological experiences, and a wide array of emotions that exceed far beyond that of a young student. Many adults also bring with them high expectations. As G","cbCaiiHsp0xWme0d","https://ap.wps.com/l/cbCaiiHsp0xWme0d","pdf",226459,17,"English","# Introduction\n## Adult amateur musicianship and lifelong learning\n## Understanding how adults learn music\n## Error detection as a key skill\n## Research foundation and theoretical background","[{\"question\":\"What factors were tested for their effect on melodic error detection?\",\"answer\":\"The study tested listening condition, age, and years of performing experience to see how they influence melodic error detection accuracy.\"},{\"question\":\"How did participants complete the melodic error detection tasks?\",\"answer\":\"Participants identified perceived errors either while listening to melodies or while playing them. Each participant received 10 seconds to examine each four-measure melody.\"},{\"question\":\"What were the main findings regarding success rate and familiarity?\",\"answer\":\"Participants achieved a high overall success rate regardless of age, experience, or listening order. Familiarity with tunes supported success, but identifying errors in unfamiliar melodies was more difficult.\"}]","Melodic Error Detection of Adult Amateur Musicians - Contributions to Music Education Vol. 46 - 2021 | PDF",1792089973,43]