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The children's musical knowledge in the three schools flourished.","abstract_html":"Third, musical learning and development proved to be domain-specific rather than domain-general. The construction of musical knowledge depended on accessibility of and familiarity with the specific musical repertoire rather than general physical or cognitive constraints. The children's domain specific knowledge was facilitated by a better understanding of the musical repertoire by: (a) the use of mediational tools, (b) in-depth study of a limited repertoire, and (c) an interconnection across the musical activity setting. 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