In an experimental study, we investigated how well novices can learn from each other in situations of technology-aided musical skill acquisition, comparing joint and solo learning, and learning through imitation, synchronization, and turn-taking. Fifty-four participants became familiar, either solo or in pairs, with three short musical melodies and then individually performed each from memory. Each melody was learned in a different way: participants from the solo group were asked via an instructional video to: 1) play in synchrony with the video, 2) take turns with the video, or 3) imitate the video. Participants from the duo group engaged in the same learning trials, but with a partner. Novices in both groups performed more accurately in pitch and time when learning in synchrony and turn-taking than in imitation. No differences were found between solo and joint learning. These results suggest that musical learning benefits from a shared, in-the-moment, musical experience, where responsibilities and cognitive resources are distributed between biological (i.e., peers) and hybrid (i.e., participant(s) and computer) assemblies.

中文翻译：

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互相学习音乐：同步、轮流还是模仿？

在一项实验研究中，我们调查了新手在技术辅助音乐技能获取、比较联合和独奏学习以及通过模仿、同步和轮流学习的情况下相互学习的能力。54 名参与者无论是独奏还是成对熟悉了三首简短的音乐旋律，然后根据记忆单独演奏。每个旋律都以不同的方式学习：通过教学视频要求独奏组的参与者：1）与视频同步播放，2）轮流播放视频，或 3）模仿视频。二人组的参与者进行了相同的学习试验，但有一个伙伴。两组的新手在同步学习和轮流学习时比模仿学习时在音高和时间上的表现更准确。单独学习和联合学习之间没有发现差异。这些结果表明，音乐学习受益于共享的即时音乐体验，其中责任和认知资源分布在生物（即同伴）和混合（即参与者和计算机）组件之间。