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The nontraditional chords in this study represent relationships defined by Allen Forte and Charles Lord. These relationships may be viewed as various degrees of similarity in pitch and interval structure between two chords. This experiment attempted to determine any correlation that may exist between theoretical and aural relatedness. The PLATO computer system presented subjects (N = 198) a randomly ordered series of 39 experimental items. In each item, two pairs of chords were presented with one pair theoretically more similar. Listeners were asked to choose “which pair sounds more alike.” Chi-square calculations demonstrated nonsignificant differences in responses by subjects with varied backgrounds and levels of education. Confidence intervals, calculated for each item, demonstrated five significant levels of response, three of which were in accord with the theories. The results suggest that intervallic characteristics, a principal basis for the pedagogy of atonal music, are not a primary attribute in our perception of atonal music.

26:T511,

Musical preferences of 45 preschool children (mean age 4 years, 7 months) were assessed in a short-range longitudinal study incorporating a pre- and posttest experimental design. Six classical and two popular pieces were evaluated. All children liked all the pieces during the pretest. During the 10 months that elapsed between pre- and post-testing, an experimental group (n = 21) received weekly 45-min classes in appreciation of classical music during which they listened to classical music, sang classical themes, played musical games, learned the names and sounds of the instruments of the orchestra, and so on. Posttest results indicate the experimental group preferred the classical selections significantly more than the control group. The control group experienced a decline in preference for the classical pieces during the 10-month interval. The experimental group maintained a liking for classical pieces used in the study with no pretest–posttest differences. The hypotheses that repetition, modeling, and social reinforcement can influence musical preference, proposed in research with older children, are basically supported. All groups liked popular music. There were no significant pretest–posttest differences or decreases in liking for popular music.

27:T45e,

This study investigated secondary instrumental music rehearsals with respect to use of class time by teachers and attentiveness of students. Data were gathered from observations of 48 orchestra and band classes. Student attentiveness was observed and recorded, using intervallic observation procedures. Class time use was determined by