概念提示和音乐经验对音乐张力感知发展的影响  

The Influence of Definition Presentation and Musical Experience on the Development of Musical Tension Perception

作　　者：王娜[1] 刘湍丽[1] 沈德立[1] 

机构地区：[1]天津师范大学心理与行为研究院,天津300074

出　　处：《心理与行为研究》2012年第4期278-283,共6页Studies of Psychology and Behavior

基　　金：教育部人文社会科学重点研究基地重大项目(08JJDXLX266)的资助

摘　　要：以小四、初二和高二年级中有音乐经验和无音乐经验的学生为被试,采用等级量表评定法,通过两个实验,分别在无概念提示和有概念提示的条件下,要求被试对音乐旋律片段的张力进行判断,探讨概念提示和音乐经验对于音乐张力感知的影响。结果发现:(1)音乐张力感知是一个随个体成熟而不断发展的过程,小学四年级到初中二年级之间音乐张力感知变化较大,到高中二年级趋于稳定;音乐训练经验仅对小学四年级被试的音乐张力感知有促进作用;(2)概念提示有助于小学四年级被试对音乐张力概念的理解,而对高二被试无显著促进作用,说明音乐张力概念的掌握并不能笼统的定义为内隐的过程。Adopting rating scale method, the students who have musician knowledge and the ones who have no any musician lcnouledge of Grades 4, 8, and 11 were asked to rate the perceived tension of melodies. In experiment 1, no definition of the term in question was given, allowing participants to, in essence, create their own definition, and in experiment 2, the definition was given to participants, asking them to rate according to the given definition. The findings showed that： （1） The perception of musical tension developed with age, and the musical tension perception had a great change from Grade 4 to Grade 8 students, and to Grade 11 students it reached a plateau; only Grade 4 students＇ musical tension perception were promoted by musical experience; （2） Definition presentation was helpful to understanding the concept of musical tension for Grade 4 students, but not Grade 11 students, which indicated that the understanding of the musical tension can＇t be roughly defined as an implicit process.

关 键 词：音乐张力感知 概念提示 音乐经验 发展 

分 类 号：B842.1[哲学宗教—基础心理学]