
Contents
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1 Theoretical Comments on Problems Concerning the Development of Language and Music 1 Theoretical Comments on Problems Concerning the Development of Language and Music
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1.1 Competence and equilibrium 1.1 Competence and equilibrium
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1.2 Modularity and grammar 1.2 Modularity and grammar
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1.3 Integration processes and the development of the semiotic function 1.3 Integration processes and the development of the semiotic function
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1.4 Language, thought, and operational logic 1.4 Language, thought, and operational logic
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2 The Concept of Grammar in Music Theory 2 The Concept of Grammar in Music Theory
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2.1 Musical grammar and modularity 2.1 Musical grammar and modularity
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2.2 Experimental facts and theoretical doubts 2.2 Experimental facts and theoretical doubts
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2.3 Psychological implications of the generative theory of tonal music 2.3 Psychological implications of the generative theory of tonal music
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3 An Evolutionary Musical Grammar of Children: A Key Concept for Research into the Cognitive Psychology of Development 3 An Evolutionary Musical Grammar of Children: A Key Concept for Research into the Cognitive Psychology of Development
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3.1 The concept of evolutionary grammar 3.1 The concept of evolutionary grammar
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3.2 Pitch and duration 3.2 Pitch and duration
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3.3 A potential model of an evolutionary grammar of melodic structures in children 3.3 A potential model of an evolutionary grammar of melodic structures in children
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3.3.1 The first and second rules 3.3.1 The first and second rules
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3.3.2 The third rule 3.3.2 The third rule
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3.3.3 The fourth and fifth rules 3.3.3 The fourth and fifth rules
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3.3.4 The sixth rule 3.3.4 The sixth rule
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4 The Development of Tonal Competence at School Age 4 The Development of Tonal Competence at School Age
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4.1 The importance of dynamic aspects in the organization of melodic sequences 4.1 The importance of dynamic aspects in the organization of melodic sequences
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4.2 The origin of the tonic-dominant-tonic relationship 4.2 The origin of the tonic-dominant-tonic relationship
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5 Conclusion 5 Conclusion
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References References
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8 Linguistic and musical development in preschool and school-age children
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Published:February 1996
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Abstract
In this chapter, the researcher presents how humans develop their linguistic and musical capabilities and suggests that there is a connection between the two. Although Piagetian theories themselves indirectly touch on the topic of language and linguistic development, they do provide a stark contrast to theories of child development in general, especially in another cited literature, from Chomsky. The latter suggests that language is a product of a specific competence, independent of other cognitive functions, and that it is innate and ready to operate from birth. Piaget, on the other hand, states that language is just a product of assimilation, through adaptation of necessary skills that are presented to the individual in the environment. It is learned by gaining reflective abstraction and operational thought. This hypothesis of transference of structure and other empirical findings presented is vital to the whole volume's investigation into musical development as a nature-and-nurture product, as well as into the parallelism of linguistic and musical development.
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