Abstract
The present study aimed to extend the findings of recombinative generalization research in alphabetical reading and spelling to the context of musical reading. One participant was taught to respond discriminatively to six two-note sequences, choosing the corresponding notation on the staff in the presence of each sequence. When novel three- and four-note sequences were presented, she selected the corresponding notation. These results suggest the generality of previous research to the context of musical teaching.
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He is now supported by a doctoral fellowship by the Foundation for Research Support in the State of São Paulo (FAPESP, Grant 09/51176-6).
This research was supported by the State of São Paulo Foundation for Research Support (FAPESP), Grant 03/09928-4. The second author was supported by a Research Productivity Grant from the National Council for Scientific and Technological Development (CNPq). Both authors are affiliated with the Instituto Nacional de Ciência e Tecnologia sobre Comportamento, Cognição e Ensino, supported by FAPESP (Grant 08/57705-8) and CNPq (Grant 08/57705-8).
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Perez, W.F., de Rose, J.C. Recombinative Generalization: An Exploratory Study in Musical Reading. Analysis Verbal Behav 26, 51–55 (2010). https://doi.org/10.1007/BF03393082
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DOI: https://doi.org/10.1007/BF03393082