The effect of early music training on child cognitive development
The effect of early music training on child cognitive development
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DOI：
10.1016/s0193-3973(99)00033-7
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发表时间：
1999-10-01
影响因子：
3
通讯作者：
Olson, JE
中科院分区：
文献类型：
--
作者：
Bilhartz, TD;Bruhn, RA;Olson, JE
以71名4 ~ 6岁奥尔兹为研究对象，探讨了结构化音乐课程参与与认知发展之间的关系。儿童进行了前，后测试与斯坦福-比奈智力量表，第四版（SB）和幼儿音乐技能评估（MSA）的六个分测验。大约一半的样本参加了30周，每周75分钟，家长参与的音乐课程。统计分析显示，在MSA和SE珠记忆子测试中接受音乐指导的参与者有显着的收益。四阶偏相关分析发现，当参与者的性别、种族、父母教育和经济阶层被控制时，音乐治疗对珠子记忆分数的影响。治疗也产生了较高的分数，其他SE测量选定的人群。这项研究表明，早期音乐教学和时空推理能力之间的显着对应关系。
The relationship between participation in a structured music curriculum and cognitive development was studied with 71 4- through 6-year olds. Children were pre- and posttested with six subtests of the Stanford-Binet Intelligence Scale, fourth edition (SB) and the Young Child Music Skills Assessment (MSA). Approximately one half of the sample participated in a 30-week, 75-minute weekly, parent-involved music curriculum. Statistical analysis showed significant gains for participants receiving music instruction on the MSA and on the SE Bead Memory subtest. Four-order partial correlations analysis found musical treatment influence on Bead Memory scores when the participants were controlled for sex, ethnicity, parental education, and economic class. Treatment also produced higher scores on other SE measurements for select populations. This study suggests a significant correspondence between early music instruction and spatial-temporal reasoning abilities.