The purpose of this study was to investigate possible predictive relationships between interval identification and melodic dictation performance on tasks where students identify short pitch spans after a brief tonicization. College musicians (N = 35) completed an interval identification test and a series of melodic dictation tasks. Results indicated that interval identification and melodic dictation tests reflected a battery of items ranging from very easy to very difficult with acceptable Cronbach’s α levels. We conducted a two-stage hierarchical regression analysis to examine the extent to which interval identification served as a predictor of melodic dictation accuracy while controlling for selected music and demographic variables. Results indicated that interval identification served as a significant predictor of melodic dictation scores, contributing 28.9% of the variance in melodic dictation scores while controlling for musical experience variables. The analysis indicated a dictation task by interval ability interaction based on grouping by lower, mid-, and upper performing groups on the interval identification test. Issues in measurement of melodic dictation accuracy and strategies that affect the development of melodic dictation skills are discussed.

这项研究的目的是调查在简短的补声后学生识别短音高跨度的任务上，区间识别与旋律听写表现之间可能的预测关系。高校音乐家（N= 35）完成了区间识别测试和一系列旋律听写任务。结果表明，区间识别和旋律听写测试反映出一系列项目，从非常容易到非常困难，都具有可接受的克朗巴赫（Cronbach's）α水平。我们进行了两阶段的层次回归分析，以检查区间识别在控制选定音乐和人口统计变量的同时，可作为旋律听写准确度的预测指标的程度。结果表明，间隔识别可作为旋律听写分数的重要预测指标，在控制音乐体验变量的同时，占旋律听写分数方差的28.9％。分析表明，通过基于下，中，中，下分组的区间能力交互，可以执行听写任务 以及间隔识别测试的较高表现小组。讨论了旋律听写准确度的测量问题以及影响旋律听写技巧发展的策略。