The Science Behind Soundsteps
How cognitive science research translates into better music practice
Why Learning Science Matters for Musicians
Musicians spend thousands of hours practicing, yet many use methods that research has shown to be inefficient. Traditional practice often relies on intuition rather than evidence, leading to wasted time and forgotten repertoire.
Soundsteps applies decades of cognitive science research to music practice. Every feature is designed around principles that have been proven to enhance learning and retention. This isn't guesswork—it's science.
The Forgetting Curve: Your Enemy
In the 1880s, psychologist Hermann Ebbinghaus discovered that we forget information rapidly unless we actively review it. His "forgetting curve" shows that within days of learning something, we can lose up to 80% of what we learned.
For musicians, this is devastating. That piece you spent weeks perfecting? Without strategic review, you'll forget significant portions within a month. The solution isn't more initial practice—it's better maintenance.
The Science: Ebbinghaus, H. (1885). Memory: A Contribution to Experimental Psychology
Memory Retention Over Time
Without review, memory retention drops dramatically
Day 1: 100% retention
Day 2: ~60% retention
Week 1: ~40% retention
Month 1: ~20% retention
Spaced Repetition: The Solution
Spaced repetition is a learning technique where you review material at increasing intervals. Instead of cramming, you strategically revisit information just before you're about to forget it, strengthening the memory each time.
Research shows spaced repetition dramatically improves long-term retention compared to massed practice (cramming). The technique has been proven effective across domains—from language learning to medical education to music performance.
How Soundsteps Uses It: After each practice session, you rate how well you performed. The algorithm calculates the optimal next review date based on your performance history, ensuring you practice pieces exactly when you need to.
The Science: Cepeda et al. (2006). Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychological Bulletin, 132(3), 354-380.
Optimal Review Schedule
Intervals increase as memory strengthens
Interleaved Practice: Mix It Up
Blocked Practice: Practicing one piece or skill repeatedly before moving to the next (e.g., 30 minutes on Piece A, then 30 minutes on Piece B).
Interleaved Practice: Mixing different pieces or skills within a session (e.g., 10 minutes on Piece A, 10 minutes on Piece B, back to Piece A, etc.).
Research consistently shows that interleaved practice, while feeling more difficult, leads to better long-term retention and skill transfer. Musicians who interleave show superior performance weeks later compared to those who use blocked practice.
How Soundsteps Uses It: Our Pro+ plan includes advanced interleaving algorithms that automatically generate practice playlists mixing pieces by difficulty, style, and review needs.
The Science: Rohrer, D., & Taylor, K. (2007). The shuffling of mathematics practice problems improves learning. Instructional Science, 35(6), 481-498.
Blocked Practice
✓ Feels easier and more fluent
✓ Immediate performance looks better
✗ Poor long-term retention
✗ Limited skill transfer
Interleaved Practice
✓ Superior long-term retention
✓ Better skill transfer
✓ Improved problem-solving
⚠ Feels more challenging initially
Retrieval Practice: Active Recall
The act of recalling information strengthens memory more than passive review
Passive Review
- Reading through the score
- Listening to recordings
- Watching other performers
- Mental visualization without performance
Creates familiarity but weak memory
Active Retrieval
- Playing from memory
- Performing without the score
- Recording and self-assessment
- Testing yourself on difficult passages
Builds durable, performance-ready memory
The Testing Effect
Research shows that testing yourself (retrieval practice) produces better long-term learning than spending the same amount of time restudying. Musicians who regularly perform pieces from memory—even in private practice—retain them significantly longer than those who always practice with the score.
The Science: Roediger, H. L., & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17(3), 249-255.
How Soundsteps Implements These Principles
Theory becomes practice with the right tools
Automated Scheduling
Spaced repetition algorithms calculate optimal review dates automatically based on your performance
Smart Playlists
Generate interleaved practice sessions mixing pieces by difficulty, style, and review priority
Recording Tools
Record yourself to encourage retrieval practice and get AI-powered feedback on performance
Progress Tracking
Visualize retention curves, practice consistency, and long-term mastery across your repertoire
Further Reading
Dive deeper into the research behind effective learning
Spaced Repetition & Memory
- Cepeda, N. J., et al. (2006). Distributed practice in verbal recall tasks. Psychological Bulletin, 132(3), 354-380.
- Ebbinghaus, H. (1885). Memory: A Contribution to Experimental Psychology.
- Bjork, R. A., & Bjork, E. L. (1992). A new theory of disuse and an old theory of stimulus fluctuation. Learning processes.
Interleaved Practice
- Rohrer, D., & Taylor, K. (2007). The shuffling of mathematics practice problems improves learning. Instructional Science, 35(6), 481-498.
- Kornell, N., & Bjork, R. A. (2008). Learning concepts and categories: Is spacing the enemy of induction? Psychological Science, 19(6), 585-592.
Retrieval Practice
- Roediger, H. L., & Karpicke, J. D. (2006). Test-enhanced learning. Psychological Science, 17(3), 249-255.
- Karpicke, J. D., & Roediger, H. L. (2008). The critical importance of retrieval for learning. Science, 319(5865), 966-968.
Music-Specific Research
- Duke, R. A., Simmons, A. L., & Cash, C. D. (2009). It's not how much; it's how. Journal of Research in Music Education, 56(4), 310-321.
- Lehmann, A. C., & Ericsson, K. A. (1997). Research on expert performance and deliberate practice. Psychomusicology, 16, 40-58.
Experience the Science in Action
Stop guessing. Start using proven methods that actually work.
Start Your Free Trial Explore Features