This article points to a contradiction between the need for the acquisition of aural theory skills to primarily be internal and a key tenet of learning theory that requires learners to avoid cognitive overload by externally manipulating ideas in order to learn them substantively. The article points to generative learning strategies as one means of alleviating this contradiction. The article describes the application of generative learning theory within a graduate-level aural theory and ear-training course. Implications for both research and pedagogical practice are offered in the last section of the article.
Knowlton, Dave S.
"An Andragogical Approach for Reducing Cognitive Load within Aural Theory Tasks,"
Visions of Research in Music Education: Vol. 9, Article 6.
Available at: https://opencommons.uconn.edu/vrme/vol9/iss1/6