![]() To address this problem, some researchers have turned their attention to the cognitive dimensions of sight-singing. However, these predictors are situated largely beyond the influence of aural skills teachers, who remain powerless in the face of such exogenous factors. In addition, several studies have shown links between academic success in sight-singing and predictors such as entrance tests ( Harrison, 1987, 1990, 1991 Ottman, 1956 Rodeheaver, 1972 Schleuter, 1983), academic ability ( Chadwick, 1933 Harrison, 1990, 1991 Harrison, Asmus, & Serpe, 1994 Rodeheaver, 1972), and musical experience ( Brown, 2001 Dean, 1937 Furby, 2008 Harrison, 1990, 1991 Harrison et al., 1994 Thostenson, 1967). ![]() Although we know that sight-singing performance is associated with fundamental rhythmic and melodic skills, experimental research has revealed that interval and rhythmic training has only small positive effects on sight-singing performance ( Barnes, 1960 Parker, 1979 Stegall, 1992). The extant literature on sight-singing pedagogy at the college level is somewhat scarce and offers very limited guidance for teachers. Our cognitive strategy inventory provides a new framework for the study of cognitive strategies in aural skills research, and offers new insights for teachers who implement explicit cognitive strategies within their sight-singing pedagogy. Findings revealed 72 cognitive strategies grouped into four main categories and 14 subcategories: reading mechanisms (pitch decoding, pattern building, validation), sight-singing (preparation, performance), reading skills acquisition (musical vocabulary enrichment, symbolic associations, internalization, rehearsal techniques) and learning support (self-regulation, attention, time management, motivation, stress). ![]() Using a constant comparative method, we carried out a thematic content analysis using NVivo to categorize strategies in a broad range of sources, including six interviews, five scientific publications, two professional books, and two ear-training manuals. This research aimed to identify, describe and categorize cognitive strategies related to sight-singing within aural skills education. ![]() ![]() All subjects Allied Health Cardiology & Cardiovascular Medicine Dentistry Emergency Medicine & Critical Care Endocrinology & Metabolism Environmental Science General Medicine Geriatrics Infectious Diseases Medico-legal Neurology Nursing Nutrition Obstetrics & Gynecology Oncology Orthopaedics & Sports Medicine Otolaryngology Palliative Medicine & Chronic Care Pediatrics Pharmacology & Toxicology Psychiatry & Psychology Public Health Pulmonary & Respiratory Medicine Radiology Research Methods & Evaluation Rheumatology Surgery Tropical Medicine Veterinary Medicine Cell Biology Clinical Biochemistry Environmental Science Life Sciences Neuroscience Pharmacology & Toxicology Biomedical Engineering Engineering & Computing Environmental Engineering Materials Science Anthropology & Archaeology Communication & Media Studies Criminology & Criminal Justice Cultural Studies Economics & Development Education Environmental Studies Ethnic Studies Family Studies Gender Studies Geography Gerontology & Aging Group Studies History Information Science Interpersonal Violence Language & Linguistics Law Management & Organization Studies Marketing & Hospitality Music Peace Studies & Conflict Resolution Philosophy Politics & International Relations Psychoanalysis Psychology & Counseling Public Administration Regional Studies Religion Research Methods & Evaluation Science & Society Studies Social Work & Social Policy Sociology Special Education Urban Studies & Planning BROWSE JOURNALS ![]()
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