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| Id | 762 | |
| Author | Rose D., Jones Bartoli A., Heaton P. | |
| Title | Measuring the impact of musical learning on cognitive, behavioural and socio-emotional wellbeing development in children | |
| Reference | Rose D., Jones Bartoli A., Heaton P.; Measuring the impact of musical learning on cognitive, behavioural and socio-emotional wellbeing development in children ;Psychology of Music vol:47 issue: 2 page:284.0 |
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| Link to article | https://www.scopus.com/inward/record.uri?eid=2-s2.0-85052381978&doi=10.1177%2f0305735617744887&partnerID=40&md5=6c84047e8eb4ff2f322a0add393d747c |
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| Abstract | This study investigated the effects of musical instrument learning on the concomitant development of cognitive, behavioural and socio-emotional skills in 38 seven- to nine-year-old children. Pre- and post-test measures of intelligence, memory, socio-emotional behaviour, motor ability and visual-motor integration were compared in children who received either extra-curricular musical training (EMT: n = 19) or statutory school music group lessons (SSM: n = 19). Results showed a significant association between musical aptitude and intelligence overall. The EMT group showed a significant increase in IQ (7 points), in comparison to 4.3 points for the SSM group, suggesting an effect of musical learning on intelligence. No effects were found for memory, or for visual motor integration or socio-emotional behaviour. However, significant improvements in gross motor ability where revealed for the EMT group only, for the aiming and catching composite. With regard to the measure of fluid intelligence, these findings support previous studies. The novel use of the Movement Assessment Battery for Children provides evidence that musical learning may support development in a child’s ability to judge distance, consider velocity, focus and use their proprioceptive, interoceptive and exteroceptive nervous systems. © The Author(s) 2017. |
Measuring the impact of musical learning on cognitive, behavioural and socio-emotional wellbeing development in children. The novel use of the Movement Assessment Battery for Children provides evidence that musical learning may support development in a childs ability to judge distance consider velocity focus and use their proprioceptive interoceptive and exteroceptive nervous systems. Here the opportunity arises to compare whether extra-curricular musical training has more of an effect on musical audiation than statutory school music. Whilst this finding did not withstand correction for multiple comparisons the trend towards significance supports other studies suggesting an effect of musical activity in promoting pro- social behaviours though the meth- odologies and age groups involved in those studies are very different. Effect of a music and move- ment programme on development of locomotor skills by children to years of age.
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