Figure 1.
Primo part that was executed by the volunteers. All the tempo, dynamics and expressive indications were removed from the score in order to avoid induction of any expressive interpretation.
Figure 2.
Design of experimental procedure.
This diagram schematizes the experimental procedure making a summary of the data, analyzes and correlations used in this study. The lines indicate the comparisons between groups.
Figure 3.
Waveform of the cognitive and affective performances.
The recordings show the waveform amplitude of selected cognitive and affective performances of each pianist. As observed, affective performances have greater amplitude variations, when compared to the cognitive ones. The smaller variation of amplitude in the cognitive waveforms indicates less variation of touch intensity in the piano keyboard. This suggests less use of phrasing, which is a fundamental aspect of musical expressiveness.
Table 1.
Table 2.
Table 3.
Descriptive Statistics of articulation of cognitive and affective performances.
Table 4.
Descriptive Statistics of event density of cognitive and affective performances.
Table 5.
Descriptive Statistics of Pulse Clarity of cognitive and affective performances.
Table 6.
Descriptive Statistics of Intensity correlations.
Table 7.
Descriptive Statistics of Articulation correlations mean.
Table 8.
Descriptive Statistics of Pulse Clarity correlations mean.
Figure 4.
Pitch errors in cognitive and affective performances.
Pitch errors mean and standard errors in cognitive (gray column) and affective (white column) performances show more pitch errors in affective than in cognitive performances (p = 0.036).
Figure 5.
Left hand missing notes in cognitive and affective performances.
Left hand missing notes mean and standard errors in cognitive (gray column) and affective (white column) performances demonstrate more left hand missing errors in cognitive than in affective performances (p = 0.042).