Gary E. McPherson

TL;DR: In this article, the authors discuss the development of children's musical abilities and the individual and social worlds of their musical creativity, including exposure to music, exposure to consequences, and the perception of emotion in music.

Abstract: In The Science and Psychology of Music Performance, Richard Parncutt and Gary McPherson assemble current relevant research findings and make them accessible to musicians and music educators. This book explains new approaches to teaching music, learning music, and making music at all levels of education and skills. Each chapter is a collaboration between a music researcher (usually a music psychologist) and a player or music educator. The combination of expertise generates excellent practical advice. Readers will learn, for example, that they are in part (57%) if they experience rapid heartbeat before the show; Chapters devoted to anxiety performance will help them decide whether beta-blocker drugs, hypnotherapy, or Alexander. Relaxation Techniques can alleviate their stage fright. Another chapter outlines a step-by-step method for introducing children to musical notation, firmly based on research in cognitive development. Overall, 21 chapters cover the personal, environmental, and acoustic influences that shape music learning and performance

TL;DR: In this article, structural equation modelling was used to compare two different types of graded music performance examinations and self-efficacy was again found to be the most important predictor of achievement in the examinations.

TL;DR: A self-report questionnaire was administered to I 90 pianists immediately before they undertook a graded, externally assessed music performance examination in order to examine possible relationships between self-regulatory (i.e., cognitive strategy use, self-regulation) and motivational components of learning and the quantity and content of musical practice as mentioned in this paper.