Prodigies of music composition: cognitive abilities and developmental antecedents

Lena Quinto, Paolo Ammirante, Michael H. Connors, William Forde Thompson

Research output: Chapter in Book/Report/Conference proceedingChapterResearchpeer-review

Abstract

Prodigies of music composition exhibit a range of cognitive skills that differentiate them from other prodigies. However, there is little understanding of the nature of these skills, how they are acquired, and how they might develop. In addition to extensive musical knowledge and technical skills that also characterize other musical prodigies, the developmental transitions that occur from infant to prodigy to successful adult composer likely involve the acquisition of several personal, social, and cognitive skills. We review these skills, as well as the antecedents necessary to develop them, such as high levels of practice and social support. Finally, we propose a cognitive framework for investigating such skills and their development. We illustrate our conclusions with examples of prodigies of music composition.
LanguageEnglish
Title of host publicationMusical prodigies
Subtitle of host publicationinterpretations from psychology, education, musicology, and ethnomusicology
EditorsGary E McPherson
Place of PublicationOxford
PublisherOxford University Press
Pages1-41
Number of pages41
ISBN (Print)9780199685851
DOIs
Publication statusPublished - 2016

Fingerprint

cognitive ability
music
composer
social support
infant

Keywords

  • composition
  • creativity
  • expertise
  • music composition
  • prodigy
  • musical prodigy

Cite this

Quinto, L., Ammirante, P., Connors, M. H., & Thompson, W. F. (2016). Prodigies of music composition: cognitive abilities and developmental antecedents. In G. E. McPherson (Ed.), Musical prodigies: interpretations from psychology, education, musicology, and ethnomusicology (pp. 1-41). Oxford: Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199685851.003.0015
Quinto, Lena ; Ammirante, Paolo ; Connors, Michael H. ; Thompson, William Forde. / Prodigies of music composition : cognitive abilities and developmental antecedents. Musical prodigies: interpretations from psychology, education, musicology, and ethnomusicology. editor / Gary E McPherson. Oxford : Oxford University Press, 2016. pp. 1-41
@inbook{6996b0becfb24df9b4f86fee303f8d4b,
title = "Prodigies of music composition: cognitive abilities and developmental antecedents",
abstract = "Prodigies of music composition exhibit a range of cognitive skills that differentiate them from other prodigies. However, there is little understanding of the nature of these skills, how they are acquired, and how they might develop. In addition to extensive musical knowledge and technical skills that also characterize other musical prodigies, the developmental transitions that occur from infant to prodigy to successful adult composer likely involve the acquisition of several personal, social, and cognitive skills. We review these skills, as well as the antecedents necessary to develop them, such as high levels of practice and social support. Finally, we propose a cognitive framework for investigating such skills and their development. We illustrate our conclusions with examples of prodigies of music composition.",
keywords = "composition, creativity, expertise, music composition, prodigy, musical prodigy",
author = "Lena Quinto and Paolo Ammirante and Connors, {Michael H.} and Thompson, {William Forde}",
year = "2016",
doi = "10.1093/acprof:oso/9780199685851.003.0015",
language = "English",
isbn = "9780199685851",
pages = "1--41",
editor = "McPherson, {Gary E}",
booktitle = "Musical prodigies",
publisher = "Oxford University Press",
address = "United Kingdom",

}

Quinto, L, Ammirante, P, Connors, MH & Thompson, WF 2016, Prodigies of music composition: cognitive abilities and developmental antecedents. in GE McPherson (ed.), Musical prodigies: interpretations from psychology, education, musicology, and ethnomusicology. Oxford University Press, Oxford, pp. 1-41. https://doi.org/10.1093/acprof:oso/9780199685851.003.0015

Prodigies of music composition : cognitive abilities and developmental antecedents. / Quinto, Lena; Ammirante, Paolo; Connors, Michael H.; Thompson, William Forde.

Musical prodigies: interpretations from psychology, education, musicology, and ethnomusicology. ed. / Gary E McPherson. Oxford : Oxford University Press, 2016. p. 1-41.

Research output: Chapter in Book/Report/Conference proceedingChapterResearchpeer-review

TY - CHAP

T1 - Prodigies of music composition

T2 - cognitive abilities and developmental antecedents

AU - Quinto, Lena

AU - Ammirante, Paolo

AU - Connors, Michael H.

AU - Thompson, William Forde

PY - 2016

Y1 - 2016

N2 - Prodigies of music composition exhibit a range of cognitive skills that differentiate them from other prodigies. However, there is little understanding of the nature of these skills, how they are acquired, and how they might develop. In addition to extensive musical knowledge and technical skills that also characterize other musical prodigies, the developmental transitions that occur from infant to prodigy to successful adult composer likely involve the acquisition of several personal, social, and cognitive skills. We review these skills, as well as the antecedents necessary to develop them, such as high levels of practice and social support. Finally, we propose a cognitive framework for investigating such skills and their development. We illustrate our conclusions with examples of prodigies of music composition.

AB - Prodigies of music composition exhibit a range of cognitive skills that differentiate them from other prodigies. However, there is little understanding of the nature of these skills, how they are acquired, and how they might develop. In addition to extensive musical knowledge and technical skills that also characterize other musical prodigies, the developmental transitions that occur from infant to prodigy to successful adult composer likely involve the acquisition of several personal, social, and cognitive skills. We review these skills, as well as the antecedents necessary to develop them, such as high levels of practice and social support. Finally, we propose a cognitive framework for investigating such skills and their development. We illustrate our conclusions with examples of prodigies of music composition.

KW - composition

KW - creativity

KW - expertise

KW - music composition

KW - prodigy

KW - musical prodigy

U2 - 10.1093/acprof:oso/9780199685851.003.0015

DO - 10.1093/acprof:oso/9780199685851.003.0015

M3 - Chapter

SN - 9780199685851

SP - 1

EP - 41

BT - Musical prodigies

A2 - McPherson, Gary E

PB - Oxford University Press

CY - Oxford

ER -

Quinto L, Ammirante P, Connors MH, Thompson WF. Prodigies of music composition: cognitive abilities and developmental antecedents. In McPherson GE, editor, Musical prodigies: interpretations from psychology, education, musicology, and ethnomusicology. Oxford: Oxford University Press. 2016. p. 1-41 https://doi.org/10.1093/acprof:oso/9780199685851.003.0015