From child to musician: skill development during the beginning stages of learning an instrument

By Gary E. McPherson. 2005

253 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Music

View Paper: https://www.semanticscholar.org/paper/1335b4ba287dfa681227d9d212168108e772d5e5

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In Cognitive Neuroscience

In Developmental and Educational Psychology

In Music

Citations in the corpus

Self-determination theory: An approach to motivation in music education (2015, methodology): “Quality of music practice behaviour is particularly important for developing musicians, for example, in the extent to which practice needs to be deliberate and effortful (Ericsson, Krampe, & Tesch-Romer, 1993), and the quality of practice strategies used (McPherson, 2005).”
Focus of Attention Affects Performance of Motor Skills in Music (2011, background): “Investigations of musicians’ practice have begun to reveal aspects of practice structure and learner cognition that contribute to the effectiveness of practice by experts (Chaffin & Imreh, 1997, 2001, 2002; Chaffin, Imreh, Lemieux, & Chen, 2003; Duke, Simmons, & Cash, 2009; Gruson, 1988; Maynard, 20”
Towards a general model of skills involved in sight reading music (2006, background): “For example, in a recent study, McPherson ( 2005 ) found evidence that SR achievement is not exclusively determined by accumulated hours of practice.”
The role of parents in children's musical development (2009, background): “In the McPherson longitudinal study (McPherson, 2005; McPherson & Davidson, 2006), seven of the nine learners whose parents separated at some point in the study (drawn from a sample of 157 beginners) ceased instruction very soon or immediately after one of the parents left the home.”
The role of psychological needs in ceasing music and music learning activities (2013, background): “Cognitive strategy use was also found to be connected with achievement and continuing to learn, and in some respects was an even better predictor of success than total hours of accumulated practice time (McPherson, 2005).”
The Development of a Measure of Self-Regulated Practice Behavior for Beginning and Intermediate Instrumental Music Students (2012, background): “Students who possess greater competence have been found to be more likely to scan music for problems, use mental strategies, and exhibit a sense of organization in their practicing (Hallam, 2001b; McPherson, 2005).”
The development of practising strategies in young people (2012, methodology): “There are limitations to this research as the data are based on self-report, although the statements relating to practice itself are based on research which has been previously verified with recordings or observational work (see Gruson, 1988; Hallam, 2001a, 2001b; McPherson, 2005; Pitts et al; 2000)”
It's Not How Much; It's How (2009, background): “Only more recently have scholars begun to study in context and over time the content of expert musicians’ practice (Chaffin & Imreh, 1997, 2001, 2002; Chaffin, Imreh, Lemieux, & Chen, 2003; Gruson, 1988; Maynard, 2006; Williamon, Valentine, & Valentine, 2002) and the practice of novices (McPherson, ”