To sing while taking melodic dictation is a strategy employed by some Ear Training students as an aid, but there is a disagreement among the literature about its efficiency. Thus, it is important to disambiguate this question examining the contributions related to vocalization. The purpose of this research is to investigate the influence singing during melodic dictation can have over this activity, and to observe if this strategy contributes in a differentiated way for subjects in different development stages. An experimental study was conducted collectively with 68 undergraduates, which were divided in groups, one that was instructed to sing during dictation taking, and another that was instructed to stay in silence. Data collected were furthermore divided in sub-groups according to participants’ study time. The results show that singing hinders the dictation performance, especially in students with less musical experience, because it deconcentrates and disturbs the individuals in the same room. Although, we suggest instructors to not discourage vocalization, and to recommend students to do it outside the classroom until they develop inner singing. Our study, however, counted on a reduced number of subjects. Future research with an increased number of participants could give rise to different conclusions.

在接受旋律听写的同时唱歌是一些耳朵训练学生所采用的一种辅助策略，但是在文学上对其效果没有意见。因此，重要的是消除该问题的歧义，以检查与发声有关的贡献。这项研究的目的是调查旋律听写过程中歌唱对这项活动的影响，并观察这种策略是否以不同的方式为处于不同发展阶段的受试者做出了贡献。与68名大学生一起进行了一项实验研究，将这些学生分成几组，一个被要求在听写时唱歌，另一个被要求保持沉默。根据参与者的学习时间，将收集到的数据进一步细分为亚组。结果表明，唱歌会阻碍听写性能，尤其是对于那些音乐经验较少的学生，因为它会分散注意力并扰乱同一房间中的个人。虽然如此，我们建议教师不要劝阻发声，并建议学生在教室外进行发声，直到他们发声为止。但是，我们的研究只考虑了数量减少的主题。参加人数增加的未来研究可能会得出不同的结论。依靠减少的学科数量。参加人数增加的未来研究可能会得出不同的结论。依靠减少的学科数量。参加人数增加的未来研究可能会得出不同的结论。