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      • Cognitive dissonance refers to a well-established finding where holding two conflicting cognitions simultaneously causes discomfort and some studies have demonstrated that music can be a viable manipulator of cognitive dissonance.
      www.researchgate.net/publication/323948294_Music_and_cognitive_dissonance
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  2. As presented by Festinger in 1957, dissonance theory began by postulating that pairs of cognitions (elements of knowledge) can be relevant or irrelevant to one another.

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  3. May 1, 2013 · This paper explored two important and fascinating areas of human mind: music, its cognitive function, its origin, and cognitive dissonances. Each area deserves studying its deep multifaceted cognitive mechanisms and functions.

    • Leonid Perlovsky, Arnaud Cabanac, Marie-Claude Bonniot-Cabanac, Michel Cabanac
    • 2013
  4. Mar 1, 2018 · Cognitive dissonance refers to a well-established finding where holding two conflicting cognitions simultaneously causes discomfort and some studies have demonstrated that...

    • Leonid Perlovsky
  5. Cognitive dissonance is the mental discomfort that results from an inner conflict, leading to an alteration of one of the cognitive processes or behaviors to reduce the discomfort. The inner conflict can be a mismatch between your beliefs (or other cognitive processes, such as attitudes and values).

  6. Apr 2, 2012 · A recent hypothesis suggested that a fundamental function of music has been to help mitigating cognitive dissonances. A cognitive dissonance is "a discomfort caused by holding...

    • Nobuo Masataka, Leonid Perlovsky
    • 2012
  7. cognitive function of music? Would such an effect of music be due to the hedonicity, a fundamental dimension of mental experience? The present paper explores a recent hypothesis that music helps to tolerate cognitive dissonances and thus enabled accumulation of knowledge and human cultural evolution (Perlovsky, 2010, 2012).

  8. Feb 9, 2023 · Cognitive dissonance is an essential theory in psychology. However, communicating its importance to students can be challenging. To address this, the sparse empirical literature suggests the use of lively in-class experiences and worked examples as alternatives to traditional teaching methods.

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