The Effects of Piano Learning Experience on Sound Intensity Identification and Discrimination Abilities

A Study Using Montessori Teaching Material “Sound Boxes”

Abstract

This study examined the effects of piano learning experience on sound intensity identification and discrimination abilities using the Montessori sensory teaching material known as sound boxes. The participants were 60 junior college students. Six sound boxes producing different sound intensity levels were used to conduct two tasks: a pairing task, in which participants matched boxes with identical sound intensities, and a grading task, in which they arranged the boxes from the softest to the loudest sound. Relationships between task performance and years of piano learning experience were also analyzed.

The results showed that more than half of the participants correctly completed all pairings, indicating generally high sound intensity identification ability. The softest sound box exhibited a significantly higher correct response rate than the other boxes, suggesting that very soft sounds are perceptually distinctive and function as a reference point for judgment. In the grading task, significant differences in error values were observed among the boxes, with discrimination being most difficult at a medium sound intensity level. Reflective comments from participants supported this tendency.

No significant correlation was found between pairing and grading performance, suggesting that these tasks involve different cognitive processes. Additionally, no association was observed between either task and piano learning experience, indicating that sound intensity perception does not necessarily depend on musical training. Future research should involve precise measurement of sound pressure levels to clarify the characteristics of sound boxes as a Montessori teaching material.