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THE RELATIONSHIP BETWEEN METER RECOGNITION, RHYTHMIC NOTATION, AND INFORMATION-PROCESSING COMPETENCE
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DOI：10.1080/00049539108260138.png)
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This paper reports a descriptive study examining the relationship between the information processing dimensions of simultaneous and sequential syntheses and children's ability to recognise and notate meter. One hundred and sixty-one Grade 3, 5, and 6 students who were enrolled in two primary schools comprised the sample. The students' ability to distinguish between duple and triple meter was studied using a Meter Recognition Test which enabled the separate examination of three musical elements, namely pitch, rhythm, and dynamics. The results of analyses showed significant correlations between both simultaneous and sequential processing competencies and notational ability, between meter recognition and both simultaneous and sequential processing scores, and between meter recognition and notational ability. Additionally, children with high simultaneous processing ability were advantaged on simple rhythm items, while those with high sequential competence outperformed their peers on more complex rhythm tasks.
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