Publication Cover
Educational Psychology
An International Journal of Experimental Educational Psychology
Volume 28, 2008 - Issue 1
2,226
Views
44
CrossRef citations to date
0
Altmetric
Original Articles

Cognitive load theory and music instruction

&
Pages 29-45 | Published online: 29 Nov 2007

References

  • Ayres , P. and Sweller , J. 2005 . “ The split‐attention principle ” . In Cambridge handbook of multimedia learning , Edited by: Mayer , R.E. 135 – 146 . New York : Cambridge University Press .
  • Baddeley , A. 1990 . Human memory: Theory and practice , Boston, MA : Allyn and Bacon .
  • Baddeley , A.D. and Hitch , G. 1974 . “ Working memory ” . In Recent advances in learning and motivation , Edited by: Bower , G.A. Vol. 8 , 47 – 90 . New York : Academic Press .
  • Berz , W.L. 1995 . Working memory in music: A theoretical model . Music Perception , 12 : 353 – 364 .
  • Boltz , M. 2001 . Musical soundtracks as a schematic influence on the cognitive processing of filmed events . Music Perception , 18 : 427 – 454 .
  • Chaffin , R. , Imreh , G. , Lemieux , A.F. and Chen , C. 2003 . “Seeing the big picture”: Piano practice as expert problem solving . Music Perception , 20 : 465 – 490 .
  • Chandler , P. and Sweller , J. 1992 . The split‐attention effect as a factor in the design of instruction . British Journal of Educational Psychology , 62 : 233 – 246 .
  • Chase , W.G. and Simon , H.A. 1973 . “ The mind’s eye in chess ” . In Visual information processing , Edited by: Chase , W.G. 215 – 281 . New York : Academic Press .
  • Clark , R.C. , Nguyen , F. and Sweller , J. 2006 . Efficiency in learning: Evidence‐based guidelines to manage cognitive load , San Francisco, CA : Pfeiffer .
  • Colley , A. , Banton , L. , Down , J. and Pither , A. 1992 . An expert–novice comparison in musical composition . Psychology of Music , 20 : 124 – 137 .
  • Cooper , G. and Sweller , J. 1987 . Effects of schema acquisition and rule automation on mathematical problem‐solving transfer . Journal of Educational Psychology , 79 : 347 – 362 .
  • Deliège , I. 2001 . Introduction: Similarity perception, categorization, cue abstraction . Music Perception , 18 : 233 – 243 .
  • Deutsch , D. 1970 . Tones and numbers: Specificity of interference in intermediate memory . Science , 168 : 1604 – 1605 .
  • Dowling , W.J. 1973 . Rhythmic groups and subjective chunks in memory for melodies . Perception and Psychophysics , 14 : 37 – 40 .
  • Dowling , W.J. 1978 . Scale and contour: Two components of a theory of memory for melodies . Psychological Review , 85 : 341 – 354 .
  • Dowling , W.J. and Harwood , D.L. 1986 . Music cognition , Orlando, FL : Academic Press .
  • Ericsson , K.A. and Charness , N. 1994 . Expert performance: Its structure and acquisition . American Psychologist , 49 : 725 – 747 .
  • Fraisse , P. 1982 . “ Rhythm and tempo ” . In The psychology of music , Edited by: Deutsch , D. 149 – 180 . New York : Academic Press .
  • Ginns , P. 2005 . Meta‐analysis of the modality effect . Learning and Instruction , 15 : 313 – 331 .
  • Gordon , E.E. 1995 . Manual: Musical aptitude profile , (3rd ed.) , Chicago, IL : GIA Publications .
  • Kessler , E.J. , Hansen , C. and Shepard , R.N. 1984 . Tonal schemata in the perception of music in Bali and in the West . Music Perception , 2 : 131 – 165 .
  • Koniari , D. , Predazzer , S. and Mélen , M. 2001 . Categorization and schematization processes used in music perception by 10‐ to 11‐year‐old children . Music Perception , 18 : 297 – 324 .
  • Koroghlanian , C. and Klein , J.D. 2004 . The effect of audio and animation in multimedia instruction . Journal of Educational Multimedia and Hypermedia , 13 : 23 – 45 .
  • Long , P.A. 1977 . Relationships between pitch memory in short melodies and selected factors . Journal of Research in Music Education , 25 : 272 – 282 .
  • Low , R. and Sweller , J. 2005 . “ The modality principle ” . In Cambridge handbook of multimedia learning , Edited by: Mayer , R.E. 147 – 158 . New York : Cambridge University Press .
  • Mayer , R.E. and Anderson , R.B. 1991 . Animations need narrations: An experimental test of a dual‐coding hypothesis . Journal of Educational Psychology , 83 : 484 – 490 .
  • Mayer , R.E. and Anderson , R.B. 1992 . The instructive animation: Helping students build connections between words and pictures in multimedia learning . Journal of Educational Psychology , 84 : 444 – 452 .
  • Mayer , R.E. and Moreno , R. 2003 . Nine ways to reduce cognitive load in multimedia learning . Educational Psychologist , 38 : 43 – 52 .
  • Mayer , R.E. , Moreno , R. , Boire , M. and Vagge , S. 1999 . Maximizing constructivist learning from multimedia communications by minimising cognitive load . Journal of Educational Psychology , 91 : 638 – 643 .
  • Mayer , R.E. and Sims , V. 1994 . For whom is a picture worth a thousand words? Extensions of a dual‐coding theory of multimedia learning . Journal of Educational Psychology , 84 : 389 – 401 .
  • Mayer , R.E. , Steinhoff , K. , Bower , G. and Mars , R. 1995 . A generative theory of textbook design: Using annotated illustrations to foster meaningful learning of science text . Educational Technology, Research and Development , 43 : 31 – 43 .
  • Miller , G. 1956 . The magical number seven, plus or minus two: Some limits on our capacity for processing information . Psychological Review , 63 : 81 – 97 .
  • Mondor , T.A. and Morin , S.R. 2004 . Primacy, recency, and suffix effects in auditory short‐term memory for pure tones: Evidence from a probe recognition paradigm . Canadian Journal of Experimental Psychology , 58 : 206 – 219 .
  • Moreno , R. and Mayer , R.E. 1999 . Cognitive principles of multimedia learning: The role of modality and contiguity . Journal of Educational Psychology , 91 : 358 – 368 .
  • Morrison , G.R. and Anglin , G.J. 2005 . Research on cognitive load theory: Application to e‐learning . Educational Technology, Research and Development , 53 : 94 – 104 .
  • Mousavi , S. , Low , R. and Sweller , J. 1995 . Reducing cognitive load by mixing auditory and visual presentation modes . Journal of Educational Psychology , 87 : 319 – 334 .
  • Mwangi , W. and Sweller , J. 1998 . Learning to solve compare word problems: The effect of example format and generating self‐explanations . Cognition and Instruction , 16 : 173 – 199 .
  • Paas , F. , Renkl , A. and Sweller , J. 2003 . Cognitive load theory and instructional design: Recent developments . Educational Psychology , 38 : 1 – 4 .
  • Pembrook , R.G. 1986 . Interference of the transcription process and other selected variables on perception and memory during melodic dictation . Journal of Research in Music Education , 34 : 238 – 261 .
  • Pembrook , R.G. 1987 . The effect of vocalization on melodic memory conservation . Journal of Research in Music Education , 35 : 155 – 169 .
  • Roberts , L.A. 1986 . Modality and suffix effects in memory for melodic and harmonic musical materials . Cognitive Psychology , 18 : 123 – 157 .
  • Salamé , P. and Baddeley , A. 1989 . Effects of background music on phonological short‐term memory . The Quarterly Journal of Experimental Psychology , 41A : 107 – 122 .
  • Schneider , W. and Shiffrin , R.M. 1977 . Controlled and automatic human information processing: I. Detection, search and attention . Psychological Review , 84 : 1 – 66 .
  • Sharps , M.J. and Pollitt , B.K. 1998 . Category superiority effects and the processing of auditory images . The Journal of General Psychology , 125 : 109 – 116 .
  • Shiffrin , R.M. and Schneider , W. 1977 . Controlled and automatic human information processing: II. Perceptual learning, automatic attending, and a general theory . Psychological Review , 84 : 127 – 190 .
  • Sweller , J. 1988 . Cognitive load during problem solving: Effects on learning . Cognitive Science , 12 : 257 – 285 .
  • Sweller , J. 1994 . Cognitive load theory, learning difficulty, and instructional design . Learning and Instruction , 4 : 295 – 312 .
  • Sweller , J. 2003 . “ Evolution of human cognitive architecture ” . In The psychology of learning and motivation , Edited by: Ross , B. Vol. 43 , 215 – 266 . San Diego, CA : Academic Press .
  • Sweller , J. 2004 . Instructional design consequences of an analogy between evolution by natural selection and human cognitive architecture . Instructional Science , 32 : 9 – 31 .
  • Sweller , J. 2005 . “ Implications of cognitive load theory for multimedia learning ” . In Cambridge handbook of multimedia learning , Edited by: Mayer , R.E. 19 – 30 . New York : Cambridge University Press .
  • Sweller , J. and Sweller , S. 2006 . Natural information processing systems . Evolutionary Psychology , 4 : 434 – 458 .
  • Sweller , J. , van Merriënboer , J.G. and Paas , F.G.W.C. 1998 . Cognitive architecture and instructional design . Educational Psychology Review , 10 : 251 – 296 .
  • Tarmizi , R.A. and Sweller , J. 1988 . Guidance during mathematical problem solving . Journal of Educational Psychology , 80 : 424 – 436 .
  • Tindall‐Ford , S. , Chandler , P. and Sweller , J. 1997 . When two sensory modes are better than one . Journal of Experimental Psychology: Applied , 3 : 257 – 287 .

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.