摘要：In this article, we review recent research in motor learning and discuss its implications for music pedagogy. Specifically, we review factors that have been shown to have reliable effects on motor learning, including aug-mented feedback, the order of tasks (blocked versus random practice), obser-vational practice, the learner's focus of attention, and self-controlled prac-tice. The findings suggest that the effectiveness of practice in music may be enhanced if feedback is given sparingly, variable task orders and observational practice are incorporated, instructions and feedback are used to induce an ex-ternal focus of attention, and practice conditions allow for self-control
关键词：Feedback; contextual interference; observation; attention; ;self-control; music education
