The Development of Expertise in Young Musicians: Strategy Use, Knowledge Acquisition and Individual Diversity

By S. Hallam. 2001

176 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Music, Rehabilitation

View Paper: https://www.semanticscholar.org/paper/491ed397524b8fe2405fc491caee9eee7ab55f40

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Citations in the corpus

Self-regulation strategies used by student musicians during music practice (2008, methodology): “Research indicates that expert music performers utilise substantial planning and a systematic approach to practice sessions, including problem identification, strategy planning and evaluation (Hallam 2001b), all of which are components of selfregulated thinking.”
The Development of a Measure of Self-Regulated Practice Behavior for Beginning and Intermediate Instrumental Music Students (2012, background): “For example, many researchers have investigated (a) developmental changes in practice approaches among musicians of varying competence (e.g., Hallam, 2001a; Howe & Sloboda, 1991; Manturzweska, 1990; McPherson & Renwick, 2001; Pitts, Davidson, & McPherson, 2000a, 2000b), (b) relations between…”
Self-regulating Learning Strategies in Instrumental Music Practice (2001, background): “Research on music practice has a long tradition of interviewing musicians about their practice habits (e.g. Gruson, 1981; Hallam, 1992, 1995, 2001), but the number of studies actually examining and observing naturally occurring instrumental (or voice) practice is quite small (e.g. Chaf n & Imreh,…”
Using video-stimulated recall as a basis for interviews: some experiences from the field (2009, background): “Researchers in music psychology have looked extensively at instrumental learning, devoting attention to the subjects of practice (Hallam 1998a , b , 2001 ; O'Neill 1997 , 2002 ), perception (Clark and Trafford 1995 ), cognition (Dowling and Harwood 1986 ), performance and memory (Slo”
A Longitudinal Study of Self-regulation in Children's Musical Practice (2001, background): “Because they have not assimilated the types of strategies that lead to more effective self-evaluation and monitoring of their own progress (Hallam, 1997, 2001; Pitts, Davidson & McPherson, 2000), they simply ‘run out of pieces’ to work on.”