The teaching of error detection is a complicated process, made more so by our evolving understanding of the psychological processes involved with attention itself. The purpose of this study was to explore the impact of listener attention on the error detection process. Guiding research questions were as follows: (1) In what ways does directing attention influence one’s ability to detect errors? and (2) Does voicing of error influence participants’ ability to detect the error? Participants (N = 64) at six universities listened to 40 recorded excerpts of three-part Haydn divertimenti, either focusing on one line or holistically, while marking errors on a printed score. Participants were better able to detect errors in lines of focus than in peripheral lines and were similarly better at detecting errors in an unfocused listening condition versus focusing on any one of the lines. Additionally, participants were most successful in detecting peripheral errors when focusing on the middle staff and were least successful in detecting errors in the bass line, even when focusing on the bass line. Suggestions for future research and implications for music education are discussed.

错误检测的教学是一个复杂的过程，随着我们对注意力本身涉及的心理过程的不断发展的理解，错误检测的过程变得更加复杂。这项研究的目的是探讨听众注意力对错误检测过程的影响。指导性研究问题如下：（1）引导注意力以什么方式影响一个人发现错误的能力？（2）错误的发音会影响参与者发现错误的能力吗？参加人数= 64），六所大学的学生听了40则由三部分组成的海顿差异摘录，这些摘录集中于一行或全部，同时在打印的分数上标出错误。与聚焦在任何一条线上相比，与周围的线路相比，参与者能够更好地检测到焦点线上的错误，并且在检测未聚焦聆听条件下的错误方面同样也更好。此外，即使专注于低音线，参与者在专注于中谱时，在检测周围错误方面最成功，而在低音线的错误检测中最不成功。讨论了对未来研究的建议及其对音乐教育的启示。