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Measuring the impact of musical learning on cognitive, behavioural and socio-emotional wellbeing development in children. / Rose, Dawn C.; Jones Bartoli, Alice; Heaton, Pamela.

In: Psychology of Music, 13.12.2017, p. 1-20.

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@article{dd2fe22556884974b1b295e19cd26575,
title = "Measuring the impact of musical learning on cognitive, behavioural and socio-emotional wellbeing development in children.",
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/post 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 lesson (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 (e.g. Forgeard et al., 2008; Hyde et al., 2009; Schellenberg, 2004). The novel use of the Movement Assessment Battery for Children (Henderson, Sugden & Barnett, 2007) provides evidence that musical learning may support development in a child{\textquoteright}s ability to judge distance, consider velocity, focus and utilise their proprio-, intero- and extero- ceptive nervous systems. ",
keywords = "music, Music Education, cognitive, children, behavioural, Socio-emotional wellbeing, intelligence, learning",
author = "Rose, {Dawn C.} and {Jones Bartoli}, Alice and Pamela Heaton",
note = "This document is the Accepted Manuscript version. The final, definitive version of this paper has been published in Psychology of Music, December 2017, DOI: https://doi.org/10.1177/0305735617744887, published by SAGE Publishing. ",
year = "2017",
month = dec,
day = "13",
doi = "10.1177/0305735617744887",
language = "English",
pages = "1--20",
journal = "Psychology of Music",
issn = "0305-7356",
publisher = "SAGE Publications Ltd",

}

RIS

TY - JOUR

T1 - Measuring the impact of musical learning on cognitive, behavioural and socio-emotional wellbeing development in children.

AU - Rose, Dawn C.

AU - Jones Bartoli, Alice

AU - Heaton, Pamela

N1 - This document is the Accepted Manuscript version. The final, definitive version of this paper has been published in Psychology of Music, December 2017, DOI: https://doi.org/10.1177/0305735617744887, published by SAGE Publishing.

PY - 2017/12/13

Y1 - 2017/12/13

N2 - 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/post 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 lesson (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 (e.g. Forgeard et al., 2008; Hyde et al., 2009; Schellenberg, 2004). The novel use of the Movement Assessment Battery for Children (Henderson, Sugden & Barnett, 2007) provides evidence that musical learning may support development in a child’s ability to judge distance, consider velocity, focus and utilise their proprio-, intero- and extero- ceptive nervous systems.

AB - 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/post 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 lesson (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 (e.g. Forgeard et al., 2008; Hyde et al., 2009; Schellenberg, 2004). The novel use of the Movement Assessment Battery for Children (Henderson, Sugden & Barnett, 2007) provides evidence that musical learning may support development in a child’s ability to judge distance, consider velocity, focus and utilise their proprio-, intero- and extero- ceptive nervous systems.

KW - music

KW - Music Education

KW - cognitive

KW - children

KW - behavioural

KW - Socio-emotional wellbeing

KW - intelligence

KW - learning

UR - http://journals.sagepub.com/eprint/BMctyBKCkVvrtjRPeYTz/full

U2 - 10.1177/0305735617744887

DO - 10.1177/0305735617744887

M3 - Article

SP - 1

EP - 20

JO - Psychology of Music

JF - Psychology of Music

SN - 0305-7356

ER -