Aplicação de conceitos da psicologia cognitiva na construção de automatismos na leitura musical

Abstract

This article discusses the influence of cognitive psychology on the teaching-learning process of reading music, aiming to improve sight-reading performance. Acknowledging the importance of automatic kinesthetic response upon visual stimuli, the purpose of this article is to present some concepts from cognitive psychology that may be used to facilitate the construction of automatisms able to be evoked while reading music. In this regard, it is presented a cognitive architecture related to a musical reading task. Subsequently, we demonstrate the automatisms' importance for reading and explore some practices influenced by cognitive psychology. Among the studied concepts are types of knowledge, dual coding theory, metacognition, knowledge transfer and chunking. The conclusion shows that better understanding one's cognitive processes may affect teaching-learning strategies in music reading.