Foundations of Cognitive Psychology: Preface - Preface
year of Brahms’ career. The figure shows that very few composers produced masterworks with less than 10 years of preparation. Th ...
ally, this is not so. This distortion is avoided in figure 23.4 by including only composers who have had careers of 40 years or ...
I reasoned that if age were the critical factor, those who started their careers early would have to wait longer to produce good ...
The Large Number of Reasonable Strategies People differ in their proficiency in learning, in reasoning, and in problem solving, ...
course, each of them seems plausible to me, but most of them have not been evaluated. I am suggesting, though, that the number o ...
Table 23.1 Strategiestaughtinproblem-solvingcourse Problem Finding Buglists for identifying needed innovations Search forcounter ...
whichinvolvetheactionsofanimaginarysetof‘‘monsters,’’areshownintable 23.2. In the first puzzle, the monsters pass globes of vari ...
Table 23.2 Four monster problems Monster Problem (Transfer Form 1) Three five-handed extraterrestrial monsters were holding thr ...
Thepossibilitythatthereareseveralhundredplausiblelearningandthinking strategies may be an important piece of metacognitive knowl ...
Schonberg,H.C. (1970).The lives of the great composers.NewYork:Norton. Schwann-l Record & Tape Guide.(1979,August).Boston:AB ...
Chapter 24 Musical Expertise John A. Sloboda This chapter treats six connected issues having to do with musical expertise. Secti ...
are different aspects of handling the organized sounds our various societies label as music. That observation led back to a logi ...
to construct machines that can do the same tasks, as the discipline of artificial intelligence has ampl ydocumented (e.g., visua ...
instrument, or physics skill). We want to be able to tell teachers that there are principled things that the ycan do to increase ...
ence. For instance, Deliege and El Ahmahdi (1990) showed that musicians and nonmusicians were remarkabl ysimilar in the segmenta ...
24.3 Acquisition of Musical Expertise in Noninstructional Settings Musical expertise, in the foregoing sense, is possessed b yth ...
tion. As far as we know, he had few, if any, opportunities to interact with mu- sical instruments and was not encouraged to sing ...
about music when not playing or listening to it, but obvious external involve- ment probabl yamounted to four to five hours per ...
city. After six months in the home, Armstrong was allowed to join the band, first playing tambourine, then drums, then alto horn ...
music—in Armstrong’s case, a complex mix of internal and external motiva- tions, but arguabl ywith internal motivations dominati ...
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