Abstract
Musicians speak about their memory of music in a variety of ways. Some mention the primary importance of their finger memory when learning a piece; some rely more on their visual memory of the printed score; still others suggest that an aural image of the piece guides their performance. The variety of responses to the memory tasks that musicians routinely face suggests that the memory of music takes place in at least three different modalities: sensorimotor, visual, and auditory.
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Davidson, L., Colley, B. (1987). Children’s Rhythmic Development from Age 5 to 7: Performance, Notation, and Reading of Rhythmic Patterns. In: Peery, J.C., Peery, I.W., Draper, T.W. (eds) Music and Child Development. Springer, New York, NY. https://doi.org/10.1007/978-1-4613-8698-8_6
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DOI: https://doi.org/10.1007/978-1-4613-8698-8_6
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