Author(s)
Mauro CARBONI
Abstract
Students with Specific Learning Disorders (SLD) face a range of complex challenges throughout their education, particularly in the context of music learning. In order to understand these difficulties, it is essential to develop a new awareness of what thinking in music entails. There are several conflicting aspects to resolve. For example, regarding the fluidity of musical thought during a performance, which is significantly faster when learned motor patterns, habits that do not require control or analysis, are involved. This study first addresses the issue of temporal organization in SLD. Musical memory as a form of cognitive anticipation is then addressed, also from a neuroscientific point of view. The primary focus of this critical overview concerns the specificity of musical thinking in SLD and the various emerging cognitive conflicts.
Keywords: cognitive conflicts, dyslexia, musical thinking, special education, specific learning disorders