Cognitive modelling of early music reading skill acquisition for piano : a comparison of the Middle-C and Intervallic methods

Download
  1. (PDF, 1 MB)
  2. Get@NRC: Cognitive modelling of early music reading skill acquisition for piano : a comparison of the Middle-C and Intervallic methods (Opens in a new window)
DOIResolve DOI: http://doi.org/10.1016/j.cogsys.2012.12.007
AuthorSearch for: ; Search for:
TypeArticle
Journal titleCognitive Systems Research
ISSN1389-0417
Volume24
Pages2634; # of pages: 9
Subjectmusic reading; Middle-C method; Intervallic method; computer simulation; ACT-R
AbstractIn the classical music tradition, knowing how to read music is an essential skill and is seen as a fundamental component to develop when learning to play the piano. This research’s focus is to study the possible impact of two different teaching approaches to the acquisition of initial reading skills. By using cognitive modeling, we are hoping to observe through computer simulation the problem solving and decision-making tasks involved in decoding a simple musical score. Our model intends to capture a novice initial coordination of music reading and motor operations on a piano keyboard. As such, it does not aim at modelling advanced sight-reading skills. The paper introduces the Middle-C and Intervallic methods followed by a description of an ACT-R cognitive model and simulation results upon learning with each of the reading methods. Inspection of the simulation results reveals differences in terms of declarative memory and cognitive processing demands. In particular, the Intervallic method requires a larger number of declarative knowledge related to notes, and more execution planning than the Middle-C method.
Publication date
PublisherElsevier
LanguageEnglish
AffiliationInformation and Communication Technologies; NRC Institute for Information Technology; National Research Council Canada
Peer reviewedYes
NPARC number21268017
Export citationExport as RIS
Report a correctionReport a correction
Record identifierde2fe345-6493-4162-8990-624df8057c0f
Record created2013-04-03
Record modified2016-05-09
Bookmark and share
  • Share this page with Facebook (Opens in a new window)
  • Share this page with Twitter (Opens in a new window)
  • Share this page with Google+ (Opens in a new window)
  • Share this page with Delicious (Opens in a new window)