Project
Shaping expertise: A zero-to-hero tale of motor metacognition in music learning
An expert musician seems to move effortlessly, perhaps unconsciously, to achieve the best musical performance. However, in the early stages of learning to play an instrument,
beginners naturally tend to focus on their body movements, such as finger placement. Research in sports suggests that focusing on the outcome (an external focus) rather than
the movement itself (an internal focus) leads to better motor performance. However, its applicability to music remains unclear. In particular, there are conflicting findings
regarding expertise, as conscious engagement with movement may not always be detrimental, especially when performing relatively novel motor tasks. Similarly, as the acquisition
of expertise requires the evaluation of potential errors and their correction (unlearning), conscious access to movement may be helpful in progressing and improving a skill.
This leaves several unanswered questions: What is the most effective focus of attention for musical performance, and how does it vary with expertise? How does focus of attention
evolve over time and affect learning? And if progress requires unlearning mistakes, how can one unlearn to develop expertise?
The conscious monitoring of cognitive processes, especially voluntary movements, and attention – metacognition - may be the missing piece of this puzzle that previous
studies have overlooked. By studying metacognition, my research seeks to uncover the underlying mechanisms that shape musical expertise with an integrated approach that combines
insights from the educational and cognitive sciences.
External Links
Journal Articles
Posters