Various cognitive learning theories have been examined for the purpose of considering music
as an activity developing cognitive processes.
It was felt that an exploration of these
theories could offer insights into how music
can be used to demonstrate cognitive
development in learning and in children with
learning disabilities. In an attempt to
illustrate the relationship between music and
cognition, concepts in the theories of Piaget,
the Neo-Piagetians (Case, Pascaul-Leone, Biggs
and Collis), Bruner, Ausubel, Vygotsky, Luria
and Leont'ev have been discussed in association
with music activities. It is argued that
music can be identified as a cognitive activity
and applied to learning and to learning
disabilities through recognised special
education approaches; these include
perceptual-motor, multi-sensory, languagedevelopment
related, developmental and
behavioural.
The theories of Vygotsky, Luria and Leont'ev -
the 'troika' - are considered in greater
detail. Their theories, although focussing on
concepts of language in cognitive development,
appear to offer a means for the wider
application of music to cognitive development.
Vygotsky's developmental hierarchy, Luria's
brain functional system, and Leont'ev's theory
of activity have been amalgamated into a
theoretical framework demonstrating the
processing of information through music
activity leading to cognitive development.
This framework provides for an investigation
into learning capacities and learning
potential, relevant to cognitive development in
learning and in the learning disabled child.
| Identifer | oai:union.ndltd.org:ADTP/218814 |
| Date | January 1985 |
| Creators | Bygrave, Patricia, n/a |
| Publisher | University of Canberra. Education |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
| Rights | ), Copyright Patricia Bygrave |
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