This study examined the effect of instruction in vocabulary and listening on number of changes counted in a music excerpt, verbal descriptions of these changes, and use of music vocabulary. One hundred twenty-four undergraduate nonmusicians were divided into four groups: vocabulary only, listening only, vocabulary plus listening, and contact control. Following 4 weeks of differential instruction, listening only and vocabulary plus listening counted significantly fewer changes on the posttest than the pretest; vocabulary plus listening gained significantly in number of descriptions of musical elements; and both vocabulary only and vocabulary plus listening gained significantly in use of technical vocabulary.
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