| Summary: | 碩士 === 亞洲大學 === 心理學系碩士班 === 98 === Nowadays the majority of eye movement studies focus on text or scene/picture, only a few studies aims to understand change in eye movement pattern of score sight-reading, not mentioned the effect of proficiency level and difficulty on it. Therefore the purpose of present study was to understand how different sight reading ability and score difficulty level affect eye movement pattern and the performance of score error-detection task. Concerning the consistency of definitions of proficiency level and difficulty level, the teaching material of YAMAHA music training system was modified to fit the needs of the study and the learners were recruited as experiment participants in both experiments. Experiment I investigated the effect of sight reading proficiency and score difficulty level on initial and later processing stages of eye movement. Results showed that more fixation number and more regression were used to extract the information in the score by proficient and less proficient readers, respectively. In addition, while reading difficult scores, more fixation number and fixation duration were found in both groups of readers, which is consistent with the studies in reading text. Taken together, with different proficient level or reading different difficulty level materials, readers would take use of different strategies to gain the information. Furthermore, the average fixation duration in the initial stage, re-reading time, and regression rate would decreased as the progress of music score in sight reading task. It suggested that the expectation was developed in this process. Thus, experiment II aimed to understand the effect of proficiency and score difficulty on the performance of score error-detection task. Results showed that proficient readers can develop the expectation after 12 measures, but less proficient reader can’t develop the expectation at all. Comparing the results of both experiments and text-reading studies, several eye movement parameters were found to correlated with the development of expectation in either score or text reading. But further research is need to validate the relationship between eye movement parameters and expectation.
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