Children’s singing development is an important part of the music classroom, where instruction is often assisted by the teacher’s voice or the piano. However, it is unknown whether children sing more accurately when doubled by another voice or instruments. The purpose of this study was to investigate the effect of doubling timbre on children’s singing accuracy. Third- and fourth-grade children (N = 61) performed pitch matching and song singing tasks doubled by pre-recorded vocal and piano stimuli, counterbalanced to control for order effects. Performance when doubled by voice and doubled by piano was significantly and strongly correlated, r(59) =.81, p <.001. Children performed more accurately on the vocal doubling condition than the piano (p =.002) on pitch matching tasks, but there was no significant difference on the song singing task.
All Science Journal Classification (ASJC) codes
- Psychology (miscellaneous)