視譜能力與樂譜難度對樂譜時眼動型態的影響

Effect of Sight Reading Ability and Score Difficulty Level on Eye Movement Pattern

戴聖耀(SHENG-YAO TAI)

指導教授 ： 郭俊顯

亞洲大學/人文社會學院/心理學系/碩士(2012年)

摘要

目前大多數閱讀行為的眼動研究均針對文字或圖片，甚少討論閱讀樂譜時眼動型態的變化，專業程度與難度對眼動型態的效果之研究亦甚少。故本研究探討不同視譜能力及樂譜難易度對閱讀樂譜時的眼動型態，以及視譜能力對樂譜偵錯作業表現的影響。基於能力分級與難度定義的一致性，本研究採用山葉音樂教學系統的教材與學員為實驗材料與實驗參與者。實驗一觀察兩組高低視譜能力的學員閱讀兩種不同難度樂譜時眼動型態的變化。基於音樂和語言的諸多相似性，將閱讀樂譜時的眼動行為一樣分為初始及晚期處理階段進行分析。實驗一結果發現高視譜能力者在初始階段中有較多的凝視點，而低視譜能力者則在晚期階段用較多的回視擷取樂譜訊息，相異於專業程度對文字閱讀眼動型態的效果。另外，在閱讀較難樂譜時，兩組讀者皆用較多凝視點及凝視時間，與文字閱讀之結果相符。由此可發現不僅視譜能力高低讀者使用的閱讀策略不同，在閱讀不同刺激材料時，使用的閱讀策略也不同。此外結果也發現，初始階段的平均凝視時間、重新閱讀時間、回視率及晚期處理階段凝視點數量四個眼動指標會隨著樂譜行序的增加而減少，這似乎意味著讀者隨著閱讀樂譜的內容增加，逐漸對樂譜脈絡產生預期性。因此，實驗二探討不同難度與長度的樂譜對高低視譜能力讀者樂譜偵錯表現的影響。實驗結果顯示，高視譜能力者需要閱讀12小節的樂譜才能逐漸產生對樂譜脈絡的預期，但低視譜能力者並無法產生預期。兩實驗的結果與文字閱讀的數據相互比較後，發現幾個眼動指標分別與樂譜或文字脈絡產生預期性有關，但眼動指標與預期性的關係仍待進一步的研究。

關鍵字

眼動型態 ； 視譜能力 ； 樂譜難度 ； 閱讀策略 ； 預期性 ； 行序分析

並列摘要

Nowadays the majority of eye movement studies focus on text or scene/picture, only a few studies aims to understand change in eye movement pattern of score sight-reading, not mentioned the effect of proficiency level and difficulty on it. Therefore the purpose of present study was to understand how different sight reading ability and score difficulty level affect eye movement pattern and the performance of score error-detection task. Concerning the consistency of definitions of proficiency level and difficulty level, the teaching material of YAMAHA music training system was modified to fit the needs of the study and the learners were recruited as experiment participants in both experiments. Experiment I investigated the effect of sight reading proficiency and score difficulty level on initial and later processing stages of eye movement. Results showed that more fixation number and more regression were used to extract the information in the score by proficient and less proficient readers, respectively. In addition, while reading difficult scores, more fixation number and fixation duration were found in both groups of readers, which is consistent with the studies in reading text. Taken together, with different proficient level or reading different difficulty level materials, readers would take use of different strategies to gain the information. Furthermore, the average fixation duration in the initial stage, re-reading time, and regression rate would decreased as the progress of music score in sight reading task. It suggested that the expectation was developed in this process. Thus, experiment II aimed to understand the effect of proficiency and score difficulty on the performance of score error-detection task. Results showed that proficient readers can develop the expectation after 12 measures, but less proficient reader can’t develop the expectation at all. Comparing the results of both experiments and text-reading studies, several eye movement parameters were found to correlated with the development of expectation in either score or text reading. But further research is need to validate the relationship between eye movement parameters and expectation.

並列關鍵字

Eye Movement Pattern ； Sight Reading Ability ； Score Difficulty Level ； Reading Strategy ； Expectation ； Sequential analysis

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