Relationships Between College-level Wind Instrumentalists’ Achievement in Intonation Perception and Performance

Undergraduate wind instrument majors’ (N = 60) perceptual and performance intonation achievement were measured and compared on four separate tasks. Paired tasks between perception and performance and between instrumental and vocal performances were included. Multiple tuning conditions (equal temperament, Pythagorean, and just intonation) were compared on both perceptual and performance tasks. No significant correlations were found between any of the four tasks. The influence of tuning condition was mixed with some advantage for equal temperament for performance. Vocal performances were significantly less accurate than instrumental performances. Recommendations for future research and implications for teaching are discussed.