Revisitando teorias do desenvolvimento musical à luz da neurocognição: um diálogo necessário

Abstract

Research Question/Problem

Human development represents a highly complex phenomenon that occupies a central role in academic agenda. Critically, the extended period of development - characterized by cortices increased by human’s capacity of experience-driven neural plasticity – contributes for the generative communication systems, such as language and music (Corrigall & Trainor, 2014; Hannon et al., 2018; Trainor & Hannon, 2013). Conducive to understand the process of enculturation and categorize stages of musical learning and how musicianship matures in a lifespan, scholars have conceived different music developmental theories throughout history (Gardner, 1973; D. Hargreaves, 1996; Seashore, 1938; Serafine, 1988; Swanwick, 1988; Vogiatzoglou et al., 2011; Voyajolu & Ockelford, 2016). Psychologists, music educators, musicologists and developmental scientists made a huge progress in empirically perceive, notice and analyze the human behavior in order to divide the phases (or stages) of evolution, what are the main characteristics and how it can be related to one’s musicianship improvement capacity.

Nevertheless, it remains to be determined whether these theoretical frameworks adequately reflect recent advances in musical cognition research. Research employing neuroimaging techniques has profoundly expanded our understanding of how musical processing is organized within the human brain. These perspectives encompass a wide continuum, from the perception of sound - at the level of primary cortical processing - to the long-term effects of sustained musical training and the functional and structural differences due to the brain’s neuroplasticity (Bianco et al., 2022; Cheng et al., 2022). The advent of functional neuroimaging has made it possible to investigate these processes with unprecedented anatomical and functional precision, playing a pivotal role in elucidating nature of music cognition.

Although some of the theoretical frameworks of music development have incorporated important insights from neuroscience and cognition (Gardner, 1973, 1999, 2011; Gordon, 1997, 2013; D. J. Hargreaves, 1989; D. Hargreaves & Lamont, 2017; Serafine, 1984, 1988), such integrations are often insufficient, taking into account the empirical depth and methodological limitations not adequately addressed of earlier studies, which might be considered outdated nowadays.

Objectives

Reflect on and analyze TDM in light of contemporary neurocognitive knowledge in order to deepen the debate between musical development and advances in the field of musical neurocognition.

Results and/or Main contributions

Some traditional models point to scientific misconceptions that, in their view, lacked neurocognitive basis. The review of the specialized literature allowed us to bring a new perspective on the TDMs of the selected authors, discuss advances in the field, and, consequently, promote a debate more attentive to contemporary issues.

Conclusions and/or Implications

Research between areas of restricted dialogue revealed a necessary interdisciplinary correlation. Theories that assume sometimes generalist propositions were confronted here with scientific evidence that refutes—and for now corroborates—postulated ideas. In short, cross-sectional and longitudinal studies must be taken into account when proposing any TDM. This study promotes the expansion of the neurocognitive basis applied to TDMs, with the aim of revisiting them under the aegis of a closer look at advances in the area of musical cognition.