Methodological Difficulties in Conservation-Type Tasks in Music

Abstract

The main aim of this work was to review methodological difficulties that arise while designing and administrating music conservation-type tasks, thus contribute to the expansion and redefinition of theoretical constructs. Another aim was to present the results of the pilot study, in order to extract potential means for problems-solving and to point out to the remaining difficulties. Music conservation represents the ability to perceive unchanged attributes of the music as same, despite the change in another attribute. The analogy of cognitive and music conservation and development remains questionable. Results have shown that the efficiency of music conservation increases with age, and tonal models conserve before rhythmic. Numerous critics followed, which could be arranged into three categories: 1. Before (task selection, stimuli, sample); 2. During (test procedure, additional material) and 3. After (data analysis, interpretation) data collection. Within the mentioned pilot study following methodological problems were considered: duration, sole auditory domain, terminology adjustment to the age, aspects of music that can be compared with Piaget’s (melody, rhythm, meter), and unfamiliarity with the stimuli. Contradictory results were obtained, and the assumption is that they were caused by methodological difficulties. Based on what was said above, guidelines for improvement were proposed. Recently there has been no significant research in this field. Therefore, mentioned critiques should be considered and methodologically more correct tasks designed. The significance of this research is reflected in the contribution to the validation of conservation-type tasks, and a better understanding of musical development.