%0 Journal Article
%T Cognitive strategies in sight
%A Francis Dub¨¦
%A Guillaume Fournier
%A Maria Teresa Moreno Sala
%A Susan OˇŻNeill
%J Psychology of Music
%@ 1741-3087
%D 2019
%R 10.1177/0305735617745149
%X This research aimed to identify, describe and categorize cognitive strategies related to sight-singing within aural skills education. Using a constant comparative method, we carried out a thematic content analysis using NVivo to categorize strategies in a broad range of sources, including six interviews, five scientific publications, two professional books, and two ear-training manuals. Findings revealed 72 cognitive strategies grouped into four main categories and 14 subcategories: reading mechanisms (pitch decoding, pattern building, validation), sight-singing (preparation, performance), reading skills acquisition (musical vocabulary enrichment, symbolic associations, internalization, rehearsal techniques) and learning support (self-regulation, attention, time management, motivation, stress). Our cognitive strategy inventory provides a new framework for the study of cognitive strategies in aural skills research, and offers new insights for teachers who implement explicit cognitive strategies within their sight-singing pedagogy
%K aural skills
%K cognitive strategies
%K music learning
%K music pedagogy
%K sight-singing
%K solfege
%U https://journals.sagepub.com/doi/full/10.1177/0305735617745149