A significant correlation was not observed between analytical observations and memorization efficiency. When comparing treatments, Experimental group I made significantly more analytical observations than Experimental group II and memorized significantly faster than group III. The level differences on the time variable were not significant but Level II subjects made significantly more analytical observations than Level I.

The three groups and two levels were compared on the variables of analytical observations and memorization efficiency using the Two-Way Analysis of Variance. Additional follow-up comparisons were tested via the Scheffe procedure. Correlation was computed between analytical observations and memorization efficiency using the Pearson Product-Moment correlation coefficient.

A pilot study was undertaken to develop a method of measuring analytical ability and memorization efficiency. Reliability and validity were determined through intra-observer and inter-observer comparisons. For the main study, forty-two subjects were randomly assigned to three groups and stratified according to levels. Level I included freshmen, sophomores and juniors and Level II included seniors and graduate students. Experimental groups I and II both received five memorization assignments with analytical guidance. In addition, Experimental group I received a lecture on human/music memory which focused on the information-processing theory of memory and the four components of music memory (analytical, auditory, visual, and motor). Control group III completed the five memorization assignments without guidance.

The most notable result was that a lecture on human/music memory resulted in faster memorization. The lecture, which gave insight into how human and music memory function, focused on a more apperceptive approach to the memorization task and motivated the subject to use individual cognitive resources. By applying analysis to the memorization of music, subjects utilized the memory system more effectively. Therefore, the group which received the lecture made significantly more analytical observations as well as memorized more efficiently.

The purposes of this study were to compare analytical ability with memorization efficiency, to determine if previous performance experience affected analytical ability and memorization efficiency, and to determine if exposure to a lecture on human/music memory would aid in analytical ability and memorization efficiency.