The development of metacognition in musicians: Implications for education
By S. Hallam. British Journal of Music Education, 2001
217 citations recorded by the source corpus.
Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Music
View Paper: https://www.semanticscholar.org/paper/89d67d645e51ee6f0c0ddf9709db900a2847f61a
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Citations in the corpus
- Exploring music practice among sixth-grade band and orchestra students (2006, background): “A vast majority of the research has centered on band students (Fortney, 1992), with few studies of orchestral beginners (Hallam, 1997, 2001) or pianists (Gruson, 1988).”
- 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…”
- A degree of independence: teachers' approaches to instrumental tuition in a university college (2005, background): “Addressing skills associated with independence, Nielsen (2001, 2004) has researched the self-regulating learning strategies used by advanced conservatoire students, and Hallam (2001) the development of metacognitive skills as instrumentalists progress from novice to expert.”
- Strategies and self-efficacy beliefs in instrumental and vocal individual practice: a study of students in higher music education (2004, result): “This finding appears to be consistent with Hallam (2001), who found that professional musicians had a range of strategies that could be adopted in response to their needs, and that they demonstrated extensive metacognitive skills.”