ABSTRACT

This theoretical study examines how traditional sight-singing and ear-training, focusing on repetitive mastery, exhibits certain limitations in building long-term musical schemas by overlooking working memory limits and cognitive load. To overcome this, the study proposes the Cognitive-Adaptive Sight-Singing and Ear-Training Integration Model (CASIM). By integrating implicit learning, predictive coding, and embodiment mechanisms from cognitive psychology and neuroscience, this unified model dynamically adjusts interventions based on learner proficiency. Initially, multisensory scaffolding is introduced to prevent working memory bottlenecks and distribute cognitive load. Subsequently, this scaffolding is gradually faded while desirable difficulties, such as interleaved practice, are strategically implemented to stimulate the brain to actively resolve prediction errors. Finally, learners achieve true musical independence through deliberate practice guided by a newly developed metacognitive self-diagnosis rubric. Presenting a 15-week curriculum scenario, this study suggests that sight-singing proficiency is a product of neuroplasticity cultivated within a controlled cognitive environment, thereby proposing a hypothetical framework to guide future empirical research.

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