Résumé
When learning a musical instrument, it requires coordination of auditory, visual, tactile, and proprioceptive information. Previous research has investigated the role of sensory feedback in experienced pianists, yet minimal research has focused on novice piano learners. Our study investigated the difference in sensory feedback use between experienced (N=18, 9F) and novice (N=17, 10F) piano learners. Participants performed piano sequences across three different sensory feedback conditions: audiovisual, auditory-only, and visual-only. On day one, participants performed a pre-test, an acquisition period, and an immediate retention test. During the pre-test, participants performed three sequences and received audiovisual feedback. During acquisition, participants practiced each sequence, with each one randomly assigned to a sensory feedback condition. During acquisition, participants were provided with feedback about their accuracy (i.e., correct or incorrect) and asynchrony (i.e. stimulus - response timing). The post-test assessed immediate retention by having participants perform each sequence with audiovisual feedback. On the second day, participants performed a 24-hour delayed retention test, identical to the pre- and post-test. Analysis showed that for accuracy and asynchrony, both experienced and novice piano learners significantly improved between the pre- and post-tests, and pre- and retention tests across all sensory conditions. Between-group analysis revealed a group effect for accuracy and asynchrony. However, there were no significant differences between sensory conditions for either measure. Motion fluidity analysis showed no significant differences based on group, test, or condition. These findings suggest that sequence learning can occur even when auditory or visual feedback is occluded, for both novices and experienced players.
