Music lessons and intelligence: executive functions as possible mediators

音乐课程和智力：执行功能作为可能的调解者

• 批准号: 317449842
• 负责人: Dr. Franziska Degé
• 金额: --
• 依托单位: Abteilung Musik
• 依托单位国家: 德国
• 项目类别: Research Grants
• 财政年份: 2016
• 资助国家: 德国
• 起止时间: 2015-12-31 至 2021-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/317449842?language=en
• 关键词: Music; lessons; intelligence; executive; functions

In the last years researchers demonstrated several specific links between music lessons and various specific cognitive abilities. This huge amount of specific links led Schellenberg (2004,2006) to the conclusion that a domain general cognitive ability is influenced by music lessons and explains all the specific links. Indeed Schellenberg (2004) showed that music lessons enhance IQ. However, the nature of this association remains unclear: Do music lessons directly influence IQ or is it an indirect influence that is mediated by another cognitive ability? Potential mediators are executive functions. However, recent correlational studies revealed controversial results. Therefore, the ultimate goal of the current project is to investigate the role of executive functions for the influence of music lessons on IQ. Two questions should be clarified. First, the question whether the influence of music lessons on IQ is mediated by executive functions in a sample of 5- to 7-year-old children should be investigated. Therefore, it needs to be shown that music lessons enhance executive functions and that this enhancement explains the influence of music lessons on IQ. To answer this question firmly two experiments will be conducted. An experimental design will solve the matter of causation. With the second experiment differential effects of music lessons on executive functions will be investigated. Hence, 5- to 6-year-old children will be trained with music programs that focus either on rhythmic activities or singing. Thus, it will be possible to compare the effects different musical activities might have on executive functions.

在过去的几年里，研究人员证明了音乐课和各种特定认知能力之间的几个具体联系。这种大量的具体联系导致Schellenberg(2004,2006)得出结论，音乐课影响领域一般认知能力，并解释了所有具体联系。事实上，Schellenberg(2004)表明音乐课可以提高智商。然而，这种联系的性质仍然不清楚：音乐课是直接影响智商，还是通过另一种认知能力间接影响？潜在的调解人是行政职能。然而，最近的相关研究揭示了有争议的结果。因此，本项目的最终目标是调查执行功能在音乐课对智商影响中的作用。有两个问题需要澄清。首先，在5至7岁的儿童样本中，音乐课对智商的影响是否通过执行功能来调节的问题应该得到调查。因此，需要证明音乐课可以增强执行功能，并且这种增强可以解释音乐课对智商的影响。为了坚定地回答这个问题，将进行两个实验。实验设计将解决因果关系问题。第二个实验将考察音乐课对执行功能的不同影响。因此，5至6岁的儿童将接受音乐节目的培训，这些节目要么侧重于节奏活动，要么侧重于唱歌。因此，可以比较不同音乐活动对执行功能的影响。