The ability to recognize and distinguish among varying musical styles is essential to developing aural skills and musicianship. Yet, this task can be difficult for music learners, particularly nonexperts. To address this challenge and guide music education practice, this study drew on cognitive psychological principles to investigate the effect of interleaved presentation of music pieces by various classical music composers on learning to identify these composers’ styles. Participants with 4 or fewer years of musical experience were presented with music pieces from six composers in an interleaved manner (alternating between listening to different composers’ works) and music pieces from another six composers in a blocked fashion (listening to works by one composer at a time before moving on to the next). A later test in which participants had to classify novel pieces by the same 12 composers revealed the superiority of interleaved over blocked presentation, although most participants misjudged blocking to be more effective than interleaving. This finding provides evidence for the utility of interleaving in teaching music composers’ styles and extends the literature on the interleaving effect in category induction to the auditory domain. Practical implications and future directions for the use of interleaving in music education are discussed.

中文翻译：

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学习音乐作曲家的风格：阻止还是交错？

识别和区分不同音乐风格的能力对于培养听觉技能和音乐才能至关重要。然而，这项任务对于音乐学习者来说可能很困难，尤其是非专业人士。为了应对这一挑战并指导音乐教育实践，本研究利用认知心理学原理来调查各种古典音乐作曲家的乐曲交错呈现对学习识别这些作曲家风格的影响。具有 4 年或以下音乐经验的参与者以交错方式（交替聆听不同作曲家的作品）和其他六位作曲家的音乐作品（在以下时间聆听一位作曲家的作品）以交错方式呈现。在进入下一个之前的时间）。后来的一项测试中，参与者必须对相同 12 位作曲家的小说作品进行分类，结果显示交错呈现优于阻塞呈现，尽管大多数参与者错误地判断阻塞比交错更有效。这一发现为交错在教授音乐作曲家风格方面的效用提供了证据，并将类别归纳中交错效应的文献扩展到听觉领域。讨论了在音乐教育中使用交错的实际意义和未来方向。这一发现为交错在教授音乐作曲家风格方面的效用提供了证据，并将类别归纳中交错效应的文献扩展到听觉领域。讨论了在音乐教育中使用交错的实际意义和未来方向。这一发现为交错在教授音乐作曲家风格方面的效用提供了证据，并将类别归纳中交错效应的文献扩展到听觉领域。讨论了在音乐教育中使用交错的实际意义和未来方向。