{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/70819"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/70819","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Correlations Entre Le Solfege, La Dictee Melodique, Et La Detection D'erreurs. (French Text)","abstract":"The purpose was to determine the relationship between music instruction in ear training and pitch and rhythm error location correction in a single melodic line. The problem was articulated in four sub problems: (1) What is the relationship between scores on a melodic dictation test and scores on an error detection test? (2) What is the relationship between scores on a sight-singing test and scores on an error detection test? (3) What are the relationships between grade level in ear training, number of years of formal keyboard instruction, competency in interpretation as measured by one semester's evaluation on the student's competency on his principal instrument, students' self-confidence, and scores on an error detection test? and (4) Among the variables investigated, what is the best set of predictor variables on an error detection test?","abstract_html":"The purpose was to determine the relationship between music instruction in ear training and pitch and rhythm error location correction in a single melodic line. The problem was articulated in four sub problems: (1) What is the relationship between scores on a melodic dictation test and scores on an error detection test? (2) What is the relationship between scores on a sight-singing test and scores on an error detection test? (3) What are the relationships between grade level in ear training, number of years of formal keyboard instruction, competency in interpretation as measured by one semester's evaluation on the student's competency on his principal instrument, students' self-confidence, and scores on an error detection test? and (4) Among the variables investigated, what is the best set of predictor variables on an error detection test?","abstract_has_math":false,"creators":["Simard, Gilles"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Educat.D.","degree_level":"Dissertation","degree_discipline":"Music Education","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-12-16T04:12:42Z","date_published":"2014-12-16T04:12:42Z","updated_at":"2026-07-22T22:26:03Z","subjects":["Education, Music"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(UMI)AAI8302987"],"render_values":[{"text":"(UMI)AAI8302987","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/70819","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Simard, Gilles"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2014-12-16T04:12:42Z","10000-01-01","1982"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Music Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Educat.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Music"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/70819","(UMI)AAI8302987"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The purpose was to determine the relationship between music instruction in ear training and pitch and rhythm error location correction in a single melodic line. The problem was articulated in four sub problems: (1) What is the relationship between scores on a melodic dictation test and scores on an error detection test? (2) What is the relationship between scores on a sight-singing test and scores on an error detection test? (3) What are the relationships between grade level in ear training, number of years of formal keyboard instruction, competency in interpretation as measured by one semester's evaluation on the student's competency on his principal instrument, students' self-confidence, and scores on an error detection test? and (4) Among the variables investigated, what is the best set of predictor variables on an error detection test?","Three tests were constructed based on melodic dictation materials and examinations used in instruction. The sight-singing, melodic dictation, and error detection tests used dictation melodies with a difficulty range of .2 to .8 and a discrimination index above .3. The melodic dictation and error detection tests were administered to 201 students from "l'Universite Laval" and "le CEGEP de Ste-Foy", in Quebec, Canada. These students were enrolled in ear training courses where error detection as such was not taught. The sight-singing test was given to sixty-seven of these students, randomly selected by grade level. Internal consistency of the tests ranged from .88 to .98.","Results indicated that scores of melodic dictation and sight-singing were such good predictors of error detection that contribution of the other variables to the prediction was negligible. Along with melodic dictation scores, grade level in ear training, years of formal keyboard instruction, and self-confidence contributed significantly to the prediction of error detection scores. Error location was considerably easier than error correction, and it was predicted by more variables.","Made available in DSpace on 2014-12-16T04:12:42Z (GMT). No. of bitstreams: 1 8302987.pdf: 5059271 bytes, checksum: ddd8a3c47ee9ad487967477e3a623e8a (MD5) Previous issue date: 1982","Embargo set by: Seth Robbins for item 70985 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","137 p.","Thesis (Educat.D.)--University of Illinois at Urbana-Champaign, 1982."]},{"key":"dc:title","label":"Title","values":["Correlations Entre Le Solfege, La Dictee Melodique, Et La Detection D'erreurs. (French Text)"]}]}],"canonical_facts":{"dc:creator":["Simard, Gilles"],"dc:date":["2014-12-16T04:12:42Z","10000-01-01","1982"],"dc:description":["The purpose was to determine the relationship between music instruction in ear training and pitch and rhythm error location correction in a single melodic line. The problem was articulated in four sub problems: (1) What is the relationship between scores on a melodic dictation test and scores on an error detection test? (2) What is the relationship between scores on a sight-singing test and scores on an error detection test? (3) What are the relationships between grade level in ear training, number of years of formal keyboard instruction, competency in interpretation as measured by one semester's evaluation on the student's competency on his principal instrument, students' self-confidence, and scores on an error detection test? and (4) Among the variables investigated, what is the best set of predictor variables on an error detection test?","Three tests were constructed based on melodic dictation materials and examinations used in instruction. The sight-singing, melodic dictation, and error detection tests used dictation melodies with a difficulty range of .2 to .8 and a discrimination index above .3. The melodic dictation and error detection tests were administered to 201 students from "l'Universite Laval" and "le CEGEP de Ste-Foy", in Quebec, Canada. These students were enrolled in ear training courses where error detection as such was not taught. The sight-singing test was given to sixty-seven of these students, randomly selected by grade level. Internal consistency of the tests ranged from .88 to .98.","Results indicated that scores of melodic dictation and sight-singing were such good predictors of error detection that contribution of the other variables to the prediction was negligible. Along with melodic dictation scores, grade level in ear training, years of formal keyboard instruction, and self-confidence contributed significantly to the prediction of error detection scores. Error location was considerably easier than error correction, and it was predicted by more variables.","Made available in DSpace on 2014-12-16T04:12:42Z (GMT). No. of bitstreams: 1 8302987.pdf: 5059271 bytes, checksum: ddd8a3c47ee9ad487967477e3a623e8a (MD5) Previous issue date: 1982","Embargo set by: Seth Robbins for item 70985 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","137 p.","Thesis (Educat.D.)--University of Illinois at Urbana-Champaign, 1982."],"dc:identifier":["http://hdl.handle.net/2142/70819","(UMI)AAI8302987"],"dc:subject":["Education, Music"],"dc:title":["Correlations Entre Le Solfege, La Dictee Melodique, Et La Detection D'erreurs. (French Text)"],"dc:type":["text"],"thesis:degree_discipline":["Music Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Educat.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:26:03Z"}