Influence of young children's learning modalities on their pitch matching.

Abstract

To assess whether the ability to match pitch vocally could be improved through use of learning modalities 1201 children, ages 6 to 9, sang a song while responding visually (seeing high and low visual aids), auditorily (hearing high and low pitches), or kinesthetically (showing high and low with their hands). Analysis indicated the first-grade children using the visual model sang significantly more accurately than the first-graders using either auditory or kinesthetic models. Vocal accuracy with the visual model did not improve after first grade.

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