The effect of early music training on child cognitive development

被引：105

作者：

Bilhartz, TD ^{[1
]}

Bruhn, RA ^{[1
]}

Olson, JE ^{[1
]}

机构：

[1] Sam Houston State Univ, Dept Hist, Huntsville, TX 77341 USA

来源：

JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY | 1999年 / 20卷 / 04期

关键词：

D O I：

10.1016/S0193-3973(99)00033-7

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

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.

引用

页码：615 / 636

页数：22

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