Field Dependence-Independence and College Nonmusic Majors' Description and Identification of Music Excerpts

Abstract

In this investigation of the effects of field dependence-independence (FDI), general mental ability, previous music experience, and gender on music listening, 148 students enrolled in a college introductory music class recorded observations about eight music excerpts. After 1 week and again after 2 weeks, subjects used their observations to identify the excerpts. A series of multiple-regression analyses was used to examine the unique contributions of the four subject variable sets to the explanation of variance in excerpt identification (EI) scores. The regression of all sets accounted for 30.9% of the variance in EI scores. FDI, as measured by the Group Embedded Figures Test (GEFT), uniquely accounted for 9.1% of the variance in EI scores. General mental ability, as measured by the ACT, uniquely accounted for 6.3% of the variance in EI scores. Experience and gender each explained less than 1 % of the unique variance.