Musical Practice: Mother and child interactions during the first year of learning an instrument
By Gary E. McPherson, Jane Davidson. 2002
121 citations recorded by the source corpus.
Subfields: Cognitive Neuroscience, Education, Music
View Paper: https://www.semanticscholar.org/paper/88c9c97ea152716855894b026eb99c5b99c541a7
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Cognitive Neuroscience
- P. Evans
- Margaret H. Berg
- James R. Austin
- Gary E. McPherson
- Jane Davidson
- Peter Miksza
- A. Lamont
- S. Hallam
In Education
In Music
- P. Evans
- Margaret H. Berg
- James R. Austin
- Gary E. McPherson
- Jane Davidson
- Peter Miksza
- A. Lamont
- S. Hallam
Citations in the corpus
- The role of parents in children's musical development (2009, background): “…help their child with homework) and in music (e.g., studies of how parents help their child with musical practice; see Brokaw, 1983; Doan, 1973; McPherson & Davidson, 2002), these parental practices have been shown to have a direct influence on children’s educational achievement outcomes…”
- Exploring music practice among sixth-grade band and orchestra students (2006, background): “Parental support and supervision, in particular, has a positive impact on student awareness, practice approach and musical achievement (Corno, 1994; McPherson and Davidson, 2002; McPherson and Renwick, 2001; Zdzinski, 1996).”
- Personality related traits as predictors of music practice: Underlying environmental and genetic influences (2015, background): “Renwick (2008) found that internal motivation best accounted for variance in several types of practising behavior in children and teens, and McPherson and McCormick (1999) reported, that among piano students those with greater amounts of practice tended to express more intrinsic interest in learning”
- The role of psychological needs in ceasing music and music learning activities (2013, background): “…an unthreatening home environment where they can experiment and practice freely, study with teachers from whom the enjoy learning, and develop a sense of intrinsic motivation early in their learning (Davidson & Burland, 2006; Davidson, Howe, Moore, & Sloboda, 1996; McPherson & Davidson, 2002).”