A Comparison of Practice and Self-Report as Sources of Information About the Goals of Expert Practice

By Roger Chaffin, G. Imreh. 2001

119 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Music

View Paper: https://www.semanticscholar.org/paper/8fcfa208ca9d2cdf59abccc66286848f80543284

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Citations in the corpus

One-to-one tuition in a conservatoire: the perceptions of instrumental and vocal students (2008, background): “In keeping with this trend, an important body of work within the field of instrumental/vocal learning has emerged in relation to practising (Jorgensen, 1995, 1997, 2004; Lehmann, 1997; Hallam, 1997a, 1997b; Wilding & Valentine, 1997; Chaffin & Imreh, 2001; Nielsen, 2001; Williamon, 2002), and to g”
Self-regulation strategies used by student musicians during music practice (2008, methodology): “It was also determined that the use of concurrent and retrospective verbal reports (Chaffin and Imreh 2001; Hallam 2001a, 2001b; Nielsen 2001) would be crucial to better understanding how the student was or was not self-regulating during the practice session.”
Seeing the Big Picture: Piano Practice as Expert Problem Solving (2003, unknown): “The first learning period consisted of 12 sessions totaling nearly 12 hours over 5 weeks (see Chaffin & Imreh, 2001, 2002, and Chaffin et al., 2002 for the later periods).”
Music Performance Research at the Millennium (2003, background): “For instance, although observation revealed that the pianist practised dynamics right from the start, this was not mentioned in her self-reports, probably because it was unproblematic (Chafin and Imreh, 2001).”
Practicing perfection: How concert soloists prepare for performance (2009, methodology): “We illustrate this analysis with a typical case study of a concert pianist learning J.S. Bach’s Italian Concerto (Presto).”
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,…”
Focus of Attention Affects Performance of Motor Skills in Music (2011, background): “…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, 2006; Williamon,…”
Preparing for memorized cello performance: the role of performance cues (2010, background): “We also examined the concurrent comments and will report them for the passage shown in Figure 2 to show how they complemented the retrospective reports and practice data ( Chaffin & Imreh, 2001 ).”