Metacognitive judgments in music performance

Abstract

We examined two metacognitive judgments, ease of learning (EOL) and judgments of learning (JOL), in music performance. Specifically, we tested whether the extrinsic cue of modality (auditory versus visual presentation), as well as the intrinsic cue of syntax (providing more or less cohesion), would influence such judgments. The participants were piano players in Experiment 1 and other instrumentalists in Experiments 2 and 3. Results showed that modality of the to-be-learned pieces did indeed influence both EOL (all experiments) and JOL (Experiments 2 and 3) ratings. Both ratings were also influenced by syntax (Experiment 3). Thus, successful EOL and JOL were extended to music performance itself. Moreover, unlike in the verbal domain where individuals can often use intrinsic cues but ignore extrinsic cues, both types of cues were used effectively. The findings are interpreted within the framework of cue-utilization theory and salience of cues.