Revista Argentina de Clínica Psicológica 2020, Vol. XXIX, N°1, 925-930 925 DOI: 10.24205/03276716.2020.127
APPLICATION OF COGNITIVE PSYCHOLOGY IN THE MUSIC NOTE COGNITION OF EXCEPTIONAL CHILDREN
Wei Gong*
Abstract In special music education, music note cognition can improve the psychological rehabilitation, intellectual development and physical coordination of exceptional children. From the perspective of cognitive psychology, music note cognition is conducive to confidence and anti-frustration. This paper explores the application of cognitive psychology in the music note cognition of exceptional children, and studies the correlation between the sense of identity and psychological health of these children. The identity of exceptional children was investigated through literature analysis and questionnaire survey, including four dimensions: personal identity, relational identity, collective identity and social identity. The results show that music note cognition is a medium for the music education of exceptional children; exceptional children generally have minor problems with psychological health; their sense of identity varies with gender, origin, age and disability type, and is negatively correlated with psychological health; exceptional children with congenital disabilities have better psychological health than those with acquired disabilities. This research lays the basis for further application of cognitive psychology in the music note cognition of exceptional children. Key words: Music Education, Note Cognition, Exceptional Children, Cognitive Psychology, Identity, Psychological Health. Received: 12-02-19| Accepted: 28-07-19
INTRODUCTION content. Music education is inseparable from music note cognition, and music always With the development of the times and the advancement of the society, in the current expresses beauty with a beautiful form and has a positive influence on people’s emotional and education system, the education of exceptional spiritual areas (Sala & Gobet, 2016). The objects children has received more attention from people. Special education is an important part of of special music education are the exceptional education, and its aim is to achieve education of children with either psychological or physiological disabilities whom should be paid general and special cultivation objectives special attention to by the society. The music (Gewirtz & Youssef, 2017). Compared with general education, special education has very teaching mode should be adjusted according to the teaching content and classroom teaching different educational objects, it can be regarded arrangement. Music education helps exceptional as an independent professional discipline, and children cultivate the sense of identity, and it we should emphasize its particularity in education contents and education methods uses music to help them develop other abilities, so as to promote their development in various (Dwairy, 2010; Brkic, 2013). Music education is a aspects (Registe & Hilliard, 2008; Costa-Giomi, kind of educational practice with music as its 2015). The teaching objects of exceptional children’s Jiangsu Normal University, Music college, music department, music note education are children with visual Xuzhou 221116, China. E-Mail: [email protected] impairment, hearing impairment, limb disability or intellectual disability. These children
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WEI GONG 926 generally receive education in special schools, Figure 1 shows the age distribution of music and their identity formed in this objective teachers for exceptional children in China. It can environment are exceptional children (Sachs, be seen that the music teachers of each age Kaplan, Sarkissian et al., 2017). The special group are not much different. The age group of identity of exceptional children will accompany teachers with the widest distribution is the 30- them throughout their whole lives. Therefore, 45 age group, teachers in this age group are they often have more psychological problems more enterprising and responsible, which is than ordinary people. The exceptional children’s more favorable to the music education of sense of identity is the individual's cognition of exceptional children. Figure 2 shows the survey self-identity, the group it belongs to, and the results of how exceptional children like music accompanying emotional feelings, it’s similar to lessons, it can be seen that most exceptional culture identity (Ribeiro & Santos, 2017, Raglio, children in special schools like music or like Farina, & Giovagnoli, 2014). At present, from the music very much, and music has become the perspective of psychology, judging the identity major driving force for their study, but there are of exceptional children population is lack of also a few exceptional children who do not like reliability and validity, so it’s very hard to reflect music. the identity of the subject (Levitin, Grahn, & London, 2018). Based on the perspective of Figure 1. Age distribution of music teachers cognitive psychology, this paper explores its for exceptional children in China application in the music note cognition of exceptional children, and studies the correlation between exceptional children's sense of identity and their psychological health, which is conducive to the subsequent cultivation of exceptional children's identity.
CURRENT STATUS OF EXCEPTIONAL CHILDREN'S MUSIC EDUCATION
In terms of psychology, music education is Figure 2. The survey results of how very important for exceptional children. It can exceptional children like music lessons guide the exceptional children’s emotions and minds to grow healthily, and music notes would penetrate into the depths of their heart with the strongest power (Maclean, Brown, & Astell, 2014). In addition, collective music activities would guide exceptional children to communicate merrily with others in a world they are oblivious of themselves, so as to gradually improve their practice spirit, cooperative spirit and group consciousness. To a certain extent, music note cognition can also make up for exceptional children’s physiological and psychological deficiencies, and enhance their APPLICATION OF COGNITIVE PSYCHOLOGY IN perceptual ability, cognition level, memory, MUSIC NOTE COGNITION METHODS OF imagination, and thinking skills (Fischer- EXCEPTIONAL CHILDREN Terworth & Probst, 2011). Music note cognition The construction of children’s cognition is significantly correlated with special education, starts from the educational environment. By and music notes can guide people to achieve a receiving information from external free realm where the spirit is an infinite environment that acts on individuals, children transcendence, notes are media for music gradually form their cognition of the world. In communication, and have an important role in terms of school abilities, children are very special music education and music treatment malleable in thoughts and intelligence, and it’s (Strick, de Bruin, de Ruiter et al., 2014).
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APPLICATION OF COGNITIVE PSYCHOLOGY IN THE MUSIC NOTE COGNITION OF EXCEPTIONAL CHILDREN 927 the same for the exceptional children. Music to pay attention to the effect and influence of note cognition education will stimulate the the interaction between individual and group. strong curiosity in exceptional children, so that Identity should emphasize the emotions and the they would explore the unknown and engage in sense of belonging of members in a group. For new communication. Figure 3 shows the exceptional children, their special identity information cognition model of exceptional should reflect the feeling and acceptance of children. With music note cognition education as special culture. Currently, commonly used an example, by perceiving music notes and methods of identity psychology include processing them with their brains, exceptional questionnaires, interviews, case studies, and children can form experiences and memories implicit association tests (IAT). This paper uses with their own characteristics and store them in literature analysis and questionnaire survey to the brain, but the cognition system is controlled study the identity of exceptional children. The by the regulatory system and affected by one’s identity dimensions include personal identity, emotions and status. relational identity, collective identity and social The principles of exceptional children's music identity. The cultivation of identity is influenced education include the function principle and the by gender, region, congenital-or-acquired interestingness principle. Different from disability, grade, and type of disability, and here ordinary children's education, the exceptional assumes that the identity is negatively children's education process should be simple, correlated with psychological health. personalized, gamified and emotional, so as to cultivate their sense of identity and Figure 4. Distribution of disability type and psychological health. In a sense, cognitive grade of research subjects psychology is a psychological mechanism evolved from the human brain, it includes two kinds of mechanisms, the existential mechanism, and the evolutionary mechanism. By understanding the differences between special children and normal children in in cognitive psychology and cognitive thinking, through music note cognition, the purpose of physical and mental treatment for exceptional children could be achieved.
Figure 3. Information cognitive model of exceptional children
Cognitive system
Figure 4 shows the distribution of disability Emotion type and grade of the research subjects. This study conducted surveys on the exceptional Input signal Regulating system Output behavior children of first, second, third, fourth and fifth
grades of a certain region, respectively, and the students of various disability types in each grade RESEARCH ON THE CULTIVATION OF were calculated and shown in the figure. Before EXCEPTIONAL CHILDREN'S SENSE OF IDENTITY the analysis of each factor, the relationship of the question items in the survey questionnaire Investigation of exceptional children’s sense was analyzed according to the Bartlett spherical of identity test, and it’s found that relationship between From the perspective of cognitive the question items was excellent, which is very psychology, we need to pay attention to both the suitable for factor analysis. The questionnaire cognition of the group to which an individual analysis in this paper used the five-point scoring belongs and the emotional meaning the group method and the SPSS20.0 was adopted for the gives to the individual, moreover, we also need
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WEI GONG 928 statistical analysis of the data. Figure 5 shows 5(c) shows the differences between congenital the comparison of the differences in the identity disability and acquired disability; it can be seen of different types of exceptional children. Figure that the identity score of exceptional children 5(a) shows the gender differences; from the with congenital disabilities is lower. Figure 5(d) figure we can be seen that male students have shows the grade differences. It can be seen that higher score in collective identity, while for there is no obvious law in the relationship other identity items, the scores of the female between grade difference and identity score, the students are all higher than that of the male one with the most obvious law is the relational students, and female students’ relational identity, and it shows that with the increase of identity score is significantly higher than the age, the relational identity score becomes lower; male students. Figure 5(b) shows region Figure 5(e) shows the differences in disability differences. It can be seen that the identity score types. On the whole, exceptional children with of exceptional children in rural areas is higher hearing disability have the lowest identity score, than that of exceptional children in cities. Figure followed by limb disability and visual disability.
Figure 5. Comparison of identity differences among different types of exceptional children
4.2 Male Female
4.0
3.8
3.6 Score
3.4
3.2
3.0 Personal Relational Collective Social identity identity identity identity (a) Gender differences (b) Region differences
4.4 First grade Second grade Third grade 4.2 Fourth grade Fifth grade 4.0
3.8
Score 3.6
3.4
3.2
3.0 Personal Relational Collective Social identity identity identity identity (c) Differences in congenital-or-acquired disability (d) Grade differences
(e) Disability types
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APPLICATION OF COGNITIVE PSYCHOLOGY IN THE MUSIC NOTE COGNITION OF EXCEPTIONAL CHILDREN 929
Relationship between exceptional children’ there is no significant difference in the sense of identity and their psychological health psychological health of exceptional children of different genders and regions, but the Table 1. Descriptive statistical analysis of exceptional children with congenital disabilities psychological health of exceptional children have higher psychological health level than the exceptional children with acquired disabilities. Figure 6 shows the comparison of differences in Compulsion Paranoia Hostility the psychological health of exceptional children M 2.48 2.39 2.26 of different grades, it can be seen that for SD 0.72 0.74 0.78 Interpersonal Depression Anxiety exceptional children of different grades, there sensitivity and are significant differences in the maladjustment, tension which means that younger exceptional children M 2.38 2.26 2.34 have certain psychological problems in SD 0.78 0.78 0.80 Maladjustment Emotional Psychological adaptation. instability imbalance M 2.23 2.46 2.13 SD 0.71 0.72 0.82 CONCLUSION
Based on cognitive psychology, this paper Figure 6. Comparison of differences in explored its application in the music note psychological health of exceptional children cognition of exceptional children, and studied in different grades the relationship between exceptional children's sense of identity and their psychology health, 2.7 which is conducive to the study of the First grade Second grade subsequent cultivation of exceptional children's 2.6 Third grade Fourth grade sense of identity. The specific conclusions are as Fifth grade follows: 2.5 (1) Music education can guide exceptional 2.4 children to communicate with others merrily in a world they are oblivious of themselves, so as to
Score 2.3 gradually improve their practice spirit, cooperative spirit and group consciousness, as 2.2 well as make up for exceptional children’s
2.1 physiological and psychological deficiencies to a certain extent. 2.0 (2) With music note cognition education as an Paranoia Sensitivity Anxiety Emotional instability Force Hostility and tension Depression Maladjustment Psychological example, by perceiving music notes and imbalance processing them with their brains, exceptional In order to explore the relationship between children can form experiences and memories exceptional children’ sense of identity and their with their own characteristics and store them in psychological health, a psychological health the brain, but the cognition system is controlled sample form was compiled, and the by the regulatory system and affected by one’s psychological health conditions of exceptional emotions and status. children were summarized as compulsion, (3) Male students have higher score in paranoia, hostility, interpersonal sensitivity and collective identity, while for other identity items, tension, depression, anxiety, maladjustment, the scores of female students are all higher than emotional instability, and psychological that of male students, and female students’ imbalance. Table 1 is a descriptive statistical relational identity is significantly higher than the analysis of the psychological health conditions of male students. The identity score of exceptional exceptional children. It can be seen that the children in rural areas is higher than that of scores of all dimensions of psychological health exceptional children in cities. The identity score are greater than 2, which means that exceptional of exceptional children with congenital children do have problems in each factor. disabilities is lower; with the increase of age, the Analysis of independent samples shows that relational identity score becomes lower; in terms of the type of disability, exceptional children
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WEI GONG 930 with hearing disability have the lowest identity interventions to promote children’s mental score, followed by limb disability and visual health. International Journal of Psychology, disability. 52(2), 82-86. (4) There is no significant difference in the Levitin, D. J., Grahn, J. A., & London, J. (2018). psychological health of exceptional children of The psychology of music: rhythm and different genders and regions, but the movement. Annual Review of Psychology, exceptional children with congenital disabilities 69(1), 51-75. have higher psychological health level than the Maclean, L. M., Brown, L. J., & Astell, A. J. (2014). exceptional children with acquired disabilities; The effect of rhythmic musical training on moreover, younger exceptional children have healthy older adults’gait and cognitive certain psychological problems in adaptation. function. The Gerontologist, 54(4), 624-633. Raglio, A., Farina, E., & Giovagnoli, A. R. (2014). Can music therapy alleviate psychological, Acknowledgements cognitive, and behavioral impairment in epilepsy. Epilepsy & Behavior, 31, 7-8. 2017 Jiangsu university philosophy society Register, D. M., & Hilliard, R. E. (2008). Using research project: "music education research for orff-based techniques in children's special children" (2017SJB0950). bereavement groups: a cognitive-behavioral music therapy approach. The Arts in
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