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Cognitive Load Theory and Music Instruction

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Cognitive Load Theory and Music Instruction COGNITIVE LOAD THEORY AND MUSIC INSTRUCTION Paul Owens A thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy School of Education University of NSW November 2005 i Declaration ii Acknowledgements After many years I tentatively returned to university in February 1998, the first lecture bringing me into contact with my eventual supervisor John Sweller. I was from this moment captivated, intrigued and inspired to keep learning; nothing has changed in the intervening years. John has been endlessly encouraging, always supportive and an extraordinary mentor, inspiring a commitment to both the rewards of research and the values of academic rigor. I will always be indebted to him for the warmth, remarkable knowledge and the guidance he has so readily given; the qualities of scholarship and aspiration I have gained from working with John are legacies to be shared with my family and students. I am very grateful for the assistance and generous support given by Gary McPherson. Gary’s advice regarding music research was invaluable in the formulation of experimental materials. I always appreciated his relaxed manner and the complete professionalism with which he encouraged the investigation of matters musical. I would also like to acknowledge the support of all staff from the School of Education, University of NSW. They have established a productive research community that exerts a powerful influence over those who are fortunate enough to work in this stimulating environment. My deepest love and respect is extended to my wife Cathy; without her endless support, forbearance and invaluable advice this project would never have been brought to completion. Her capacity to anticipate the pressures and to negotiate the difficulties is simply indicative of her equable, compassionate and resilient approach to life. As with all my personal and family endeavours, this work has been a road travelled together. To my children Michael and Daniel, who have been so patient with a father who always seems attached to the computer. Thank you for continually reminding me of what really matters and of why any research in education should be undertaken. My ardent wish is that in some way, no matter how intangible, the end result of all these many hours will also benefit you! iii Without the support of Lynne Irvine the empirical work undertaken in this thesis would have been difficult to complete. As an educational leader, her liberal and receptive approach to learning continually provides an environment where the investigation and evaluation of instructional practices can take place. Your support has not gone unnoticed; thank you. iv Table of Contents Declaration…..…………………………………………………………………………..ii Acknowledgements...…………………………………………………………………...iii List of Figures……………………………………………………………………………x List of Tables…………………………………………………………………………..xiii List of Appendices……………………………………………………………………..xiv Abstract ...........................................................................................................................xv Chapter 1: Human Cognition ........................................................................................1 1.1 Introduction: Memory and Learning.......................................................................1 1.2 Human Memory: Models and Conceptions ............................................................5 1.3 Sensory Memory ...................................................................................................11 1.3.1 Processes and meaning...................................................................................11 1.3.2 Capacities and functions. ...............................................................................13 1.4 Working Memory..................................................................................................17 1.4.1 Capacities and mechanisms. ..........................................................................17 1.4.2 The nature of items (elements).......................................................................22 1.4.3 A component model of working memory. .....................................................25 1.4.4 Modality-based processing. ...........................................................................28 1.5 Long Term Memory (LTM)..................................................................................32 1.5.1 Structures and models. ...................................................................................32 1.5.2 Encoding and retention. .................................................................................38 1.5.3 Schemas. ........................................................................................................48 1.6 Expertise and Problem Solving: Implications for Cognitive Mechanisms ...........55 v 1.6.1 LTM processing and (chess) expertise...........................................................55 1.6.2 Problem solving: From puzzles to expertise in complex domains.................61 1.6.3 Automation of schemas and expert performance...........................................67 Chapter 2: Cognition and the Processing of Music ...................................................71 2.1 The Nature and Perception of Music Processing ..................................................71 2.2 Working Memory and Music................................................................................77 2.3 Long-Term Memory, Schemas and Music ...........................................................83 2.4 Expertise, Skill Acquisition and Music.................................................................89 Chapter 3: Cognitive Load Theory .............................................................................94 3.1 Introduction to Cognitive Load Theory ................................................................94 3.2 Cognitive Load......................................................................................................99 3.2.1 Intrinsic cognitive load...................................................................................99 3.2.2 Extraneous cognitive load............................................................................103 3.2.3 Germane cognitive load. ..............................................................................106 3.2.4 Measuring cognitive load.............................................................................109 3.3 Instructional Implications and Applications of CLT ..........................................117 3.3.1 Worked examples.........................................................................................118 3.3.2 Split-attention effect.....................................................................................126 3.3.3 Redundancy effect........................................................................................133 3.3.4 Learner experience and expertise.................................................................140 3.3.5 Modality effect.............................................................................................147 vi Chapter 4: Introduction to Experiments ..................................................................157 4.1 Background to Empirical Investigations.............................................................157 4.2 Cognitive Architecture, Cognitive Load Theory and Music Instruction: An Overview……………………………………………………………………159 4.3 Overview of Experiments ...................................................................................166 Chapter 5 Experiment 1 .............................................................................................169 5.1 Introduction.............................................................................................................169 5.2 Method ....................................................................................................................171 5.2.1 Participants.......................................................................................................171 5.2.2 Materials and procedure...................................................................................172 5.3 Results.....................................................................................................................180 5.4 Discussion ...............................................................................................................183 Chapter 6 Experiment 2 .............................................................................................186 6.1 Introduction.............................................................................................................186 6.2 Method ....................................................................................................................188 6.2.1 Participants.......................................................................................................188 6.2.2 Materials and procedure...................................................................................188 6.3 Results.....................................................................................................................194 6.4 Discussion ...............................................................................................................197 Chapter 7 Experiment 3 .............................................................................................202 7.1 Introduction.............................................................................................................202
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