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Educational Psychology
An International Journal of Experimental Educational Psychology
Volume 28, 2008 - Issue 1
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Original Articles

Cognitive load theory and music instruction

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Pages 29-45 | Published online: 29 Nov 2007

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Read on this site (5)

Bing Hiong Ngu, Siu Fung Chung & Alexander Seeshing Yeung. (2015) Cognitive load in algebra: element interactivity in solving equations. Educational Psychology 35:3, pages 271-293.
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Suna Kyun, Slava Kalyuga & John Sweller. (2013) The Effect of Worked Examples When Learning to Write Essays in English Literature. The Journal of Experimental Education 81:3, pages 385-408.
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Serhat Kurt. (2012) Issues to Consider in Designing WebQuests: A Literature Review. Computers in the Schools 29:3, pages 300-314.
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Endah Retnowati, Paul Ayres & John Sweller. (2010) Worked example effects in individual and group work settings. Educational Psychology 30:3, pages 349-367.
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Articles from other publishers (39)

Doug Kueker & Joi Moore. (2023) Learning from screencast software tutorials: A comparison of cognitive load in dual and single‐monitor learning environments. Journal of Computer Assisted Learning.
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Jesús Tejada & María Ángeles Fernández-Villar. (2023) Design and Validation of Software for the Training and Automatic Evaluation of Music Intonation on Non-Fixed Pitch Instruments for Novice Students. Education Sciences 13:9, pages 860.
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Emma Allingham & Clemens Wöllner. (2022) Putting practice under the microscope: The perceived uses and limitations of slow instrumental music practice. Psychology of Music 51:3, pages 906-923.
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Qiong Wu, Sirirat Petsangsri & John Morris. (2022) Students’ Technology, Cognitive, and Content Knowledge (TSCCK) Instructional Model Effect on Cognitive Load and Learning Achievement. Education Sciences 12:12, pages 916.
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Fernando López-Calatayud, Roberto Macián-González & Jesús Tejada. (2022) An Analysis-Synthesis of the Pedagogical Literature on Intonation in Initial Learning of Violin and Viola: Pitch Contents, Teaching Approaches, and Auxiliary Resources. String Research Journal, pages 194849922211217.
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Fengyun Hou & Xin Jiang. (2022) Interference effects of radical markings and stroke order animations on Chinese character learning among L2 learners. Frontiers in Psychology 13.
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Jesús Tejada, Adolf Murillo & Borja Mateu-Luján. (2022) La enseñanza inicial de la entonación en instrumentos de viento-metal y lenguaje musical en España. Un estudio exploratorio con profesorado de escuelas de música. Revista Electrónica Complutense de Investigación en Educación Musical - RECIEM 19, pages 209-234.
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Tzu-Chien Liu, Yi-Chun Lin & Fred Paas. (2022) A new application of the temporal contiguity effect in designing narrated slideshows. Educational technology research and development 70:1, pages 59-72.
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Richard E. Mayer & Logan Fiorella. 2021. The Cambridge Handbook of Multimedia Learning. The Cambridge Handbook of Multimedia Learning 243 260 .
. 2021. The Cambridge Handbook of Multimedia Learning. The Cambridge Handbook of Multimedia Learning 241 274 .
Paul Ayres & John Sweller. 2021. The Cambridge Handbook of Multimedia Learning. The Cambridge Handbook of Multimedia Learning 199 211 .
Logan Fiorella & Richard E. Mayer. 2021. The Cambridge Handbook of Multimedia Learning. The Cambridge Handbook of Multimedia Learning 185 198 .
. 2021. The Cambridge Handbook of Multimedia Learning. The Cambridge Handbook of Multimedia Learning 183 240 .
Henrique Meissner, Renee Timmers & Stephanie E Pitts. (2020) ‘Just notes’: Young musicians’ perspectives on learning expressive performance. Research Studies in Music Education 43:3, pages 451-464.
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Glenn-Egil Torgersen & Ole Boe. (2021) Which Tools in Multimedia Are Best for Learning Outcomes? A Study Grounded in Cognitive Load Structures. Frontiers in Psychology 12.
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Henrique Meissner. (2021) Theoretical Framework for Facilitating Young Musicians’ Learning of Expressive Performance. Frontiers in Psychology 11.
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Nathan Cornelius & Jenine L Brown. (2019) The interaction of repetition and difficulty for working memory in melodic dictation tasks. Research Studies in Music Education 42:3, pages 368-382.
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Jennifer MacRitchie, Matthew Breaden, Andrew J. Milne & Sarah McIntyre. (2020) Cognitive, Motor and Social Factors of Music Instrument Training Programs for Older Adults’ Improved Wellbeing. Frontiers in Psychology 10.
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Maik Beege, Maria Wirzberger, Steve Nebel, Sascha Schneider, Nina Schmidt & Günter Daniel Rey. (2019) Spatial Continuity Effect vs. Spatial Contiguity Failure. Revising the Effects of Spatial Proximity Between Related and Unrelated Representations. Frontiers in Education 4.
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Justin Sentz & Jill Stefaniak. (2018) Instructional Heuristics for the Use of Worked Examples to Manage Instructional Designers’ Cognitive Load while Problem-Solving. TechTrends 63:2, pages 209-225.
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Justin Sentz, Jill Stefaniak, John Baaki & Angela Eckhoff. (2019) How do instructional designers manage learners’ cognitive load? An examination of awareness and application of strategies. Educational Technology Research and Development 67:1, pages 199-245.
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Shreyus Bagga, Benedikt Maurer, Tom Miller, Luke Quinlan, Lorenzo Silvestri, Dan Wells, Rebecka Winqvist, Mark Zolotas & Yiannis Demiris. 2019. Towards Autonomous Robotic Systems. Towards Autonomous Robotic Systems 303 315 .
Mehmet DÖNMEZ, Sibel DOĞAN & Evrim BARAN. (2018) How Signaling Principle Affects Learning: An Eye Tracking StudySinyal İlkesinin Öğrenme Üzerindeki Etkileri: Bir Göz Hareketleri İzleme Çalışması. Mersin Üniversitesi Eğitim Fakültesi Dergisi 14:2, pages 700-713.
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Carol Westby. (2018) Cognitive Load and Learning. Word of Mouth 29:4, pages 8-12.
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Mindy Damon & Amanda J. Rockinson-Szapkiw. 2018. Pedagogy Development for Teaching Online Music. Pedagogy Development for Teaching Online Music 21 44 .
Laura A. Stambaugh. (2016) Implications of extrinsic cognitive load on three levels of adult woodwind players. Psychology of Music 44:6, pages 1318-1330.
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Maria Wirzberger, Maik Beege, Sascha Schneider, Steve Nebel & Günter Daniel Rey. (2016) One for all?! Simultaneous examination of load-inducing factors for advancing media-related instructional research. Computers & Education 100, pages 18-31.
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. 2016. e‐Learning and the Science of Instruction. e‐Learning and the Science of Instruction 419 449 .
Azam Majooni, Mona Masood & Amir Akhavan. 2016. Advances in Design for Inclusion. Advances in Design for Inclusion 529 540 .
Richard E. Mayer & Celeste Pilegard. 2014. The Cambridge Handbook of Multimedia Learning. The Cambridge Handbook of Multimedia Learning 316 344 .
Richard E. Mayer & Logan Fiorella. 2014. The Cambridge Handbook of Multimedia Learning. The Cambridge Handbook of Multimedia Learning 279 315 .
Paul Ayres & John Sweller. 2014. The Cambridge Handbook of Multimedia Learning. The Cambridge Handbook of Multimedia Learning 206 226 .
Laura A. Stambaugh. (2012) Differential effects of cognitive load on university wind students’ practice. Psychology of Music 41:6, pages 749-763.
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Stefano Boca, Antonio Gentile, Stefano Ruggieri & Salvatore Sorce. (2013) An Evaluation of HCI and CMC in Information Systems within Highly Crowded Large Events. An Evaluation of HCI and CMC in Information Systems within Highly Crowded Large Events.
Shirley Agostinho, Sharon Tindall-Ford & Kylie Roodenrys. (2013) Adaptive diagrams: Handing control over to the learner to manage split-attention online. Computers & Education 64, pages 52-62.
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Kylie Roodenrys, Shirley Agostinho, Steven Roodenrys & Paul Chandler. (2012) Managing One's Own Cognitive Load when Evidence of Split Attention is Present. Applied Cognitive Psychology 26:6, pages 878-886.
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John Sweller, Paul Ayres & Slava KalyugaJohn Sweller, Paul Ayres & Slava Kalyuga. 2011. Cognitive Load Theory. Cognitive Load Theory 111 128 .
John Sweller, Paul Ayres & Slava KalyugaJohn Sweller, Paul Ayres & Slava Kalyuga. 2011. Cognitive Load Theory. Cognitive Load Theory 99 109 .
Mareike Florax & Rolf Ploetzner. (2010) What contributes to the split-attention effect? The role of text segmentation, picture labelling, and spatial proximity. Learning and Instruction 20:3, pages 216-224.
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