Cognition and music: a developmental perspective

认知与音乐：发展的视角

• 批准号: 203069-2007
• 负责人: Schellenberg, Glenn
• 金额: $ 2.24万
• 依托单位: University of Toronto
• 依托单位国家: 加拿大
• 项目类别: Discovery Grants Program - Individual
• 财政年份: 2010
• 资助国家: 加拿大
• 起止时间: 2010-01-01 至 2011-12-31
• 项目状态: 已结题
• 来源: https://www.nserc-crsng.gc.ca/ase-oro/Details-Detailles_eng.asp?id=453111
• 关键词: Cognition; music; developmental; perspective

The goals of the proposed research are to examine (1) how music lessons affect cognitive development, and (2) how music cognition changes over development. The first series of studies will examine how training in music is associated with cognitive development. We know that music lessons are predictive of small but very general increases in intellectual ability. The association appears to be causal, with longer duration of lessons predicting larger benefits. Such associations are evident whether the outcome measures involve verbal, mathematical, or spatial abilities. They are also evident across the various subtests and indexes that comprise standardized IQ tests. These findings do not exclude the possibility, however, that music lessons affect some underlying processing mechanisms (e.g., executive functioning, working memory) more than others, and that these mechanisms have broad effects on intellectual functioning. To examine this hypothesis, children and adults will be tested with correlational methods to document pre-existing associations. A separate longitudinal experiment with children will allow for inferences of causation. Testing will involve a battery of cognitive and perceptual tests to determine whether performance on one or more tests varies as a function of musical training.

本研究的目的是探讨（1）音乐课程如何影响认知发展，以及（2）音乐认知如何随着发展而变化。第一系列研究将探讨音乐训练与认知发展的关系。我们知道，音乐课可以预测智力的小幅但非常普遍的提高。这种关联似乎是因果关系，课程持续时间越长，预期收益越大。这种关联是显而易见的，无论结果措施涉及语言，数学，或空间能力。它们在构成标准化智商测试的各种子测试和指数中也很明显。然而，这些发现并不排除音乐课影响一些潜在的处理机制的可能性（例如，执行功能，工作记忆）比其他机制更多，这些机制对智力功能有广泛的影响。为了检验这一假设，儿童和成人将用相关方法进行测试，以记录预先存在的关联。一个单独的纵向实验与儿童将允许因果关系的推论。测试将涉及一系列认知和感知测试，以确定一项或多项测试的表现是否会因音乐训练而变化。