Effects of Authority Figure Biases on Changing Judgments of Musical Events

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Abstract
Undergraduate music students listened to and rated identical performances of compositions under differing bias conditions, structured by authoritatively providing varying amounts of bogus information about alleged performers or composers and hypothetical prior listeners. The students tended to express their performance judgments in accordance with bias produced by the researcher, although bias interacted with performance media and order. Bias influences on expressions of preference for members of similar composition pairs were obtained, but they were less clearcut than the influences on performance, and there was considerable interaction with style period and order. Bias tended to make a greater difference when directed toward the first members of paired examples. Evidence suggests that music educators should consider the extent to which students are influenced by appearance rather than structure.

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