Music Education at School: Too Little and Too Late? Evidence From a Longitudinal Study on Music Training in Preadolescents.
cognitive development
educational psychology
intensive training
language
phonological skills
visuo-spatial skills
Journal
Frontiers in psychology
ISSN: 1664-1078
Titre abrégé: Front Psychol
Pays: Switzerland
ID NLM: 101550902
Informations de publication
Date de publication:
2019
2019
Historique:
received:
22
06
2019
accepted:
15
11
2019
entrez:
11
1
2020
pubmed:
11
1
2020
medline:
11
1
2020
Statut:
epublish
Résumé
It is widely believed that intensive music training can boost cognitive and visuo-motor skills. However, this evidence is primarily based on retrospective studies; this makes it difficult to determine whether a cognitive advantage is caused by the intensive music training, or it is instead a factor influencing the choice of starting a music curriculum. To address these issues in a highly ecological setting, we tested longitudinally 128 students of a Middle School in Milan, at the beginning of the first class and, 1 year later, at the beginning of the second class. 72 students belonged to a Music curriculum (30 with previous music experience and 42 without) and 56 belonged to a Standard curriculum (44 with prior music experience and 12 without). Using a Principal Component Analysis, all the cognitive measures were grouped in four high-order factors, reflecting (a) General Cognitive Abilities, (b) Speed of Linguistic Elaboration, (c) Accuracy in Reading and Memory tests, and (d) Visuospatial and numerical skills. The longitudinal comparison of the four groups of students revealed that students from the Music curriculum had better performance in tests tackling General Cognitive Abilities, Visuospatial skills, and Accuracy in Reading and Memory tests. However, there were no significant curriculum-by-time interactions. Finally, the decision to have a musical experience before entering middle school was more likely to occur when the cultural background of the families was a high one. We conclude that a combination of family-related variables, early music experience, and pre-existent cognitive make-up is a likely explanation for the decision to enter a music curriculum at middle school.
Identifiants
pubmed: 31920782
doi: 10.3389/fpsyg.2019.02704
pmc: PMC6930811
doi:
Types de publication
Journal Article
Langues
eng
Pagination
2704Informations de copyright
Copyright © 2019 Carioti, Danelli, Guasti, Gallucci, Perugini, Steca, Stucchi, Maffezzoli, Majno, Berlingeri and Paulesu.
Références
Emotion. 2004 Mar;4(1):46-64
pubmed: 15053726
Neurosci Biobehav Rev. 2011 Nov;35(10):2140-54
pubmed: 21763342
Ann N Y Acad Sci. 2018 Mar 6;:
pubmed: 29508399
Neuropsychologia. 2000;38(12):1664-8
pubmed: 11074089
Neurol Sci. 2006 Dec;27(6):381-96
pubmed: 17205223
Neuroimage. 2009 Jul 1;46(3):600-7
pubmed: 19264144
Ann N Y Acad Sci. 2003 Nov;999:506-13
pubmed: 14681174
Prog Brain Res. 2013;207:209-41
pubmed: 24309256
PLoS One. 2008;3(10):e3566
pubmed: 18958177
Front Psychol. 2015 Dec 01;6:1777
pubmed: 26648880
Neuropsychology. 2003 Jul;17(3):439-50
pubmed: 12959510
Nature. 1996 May 23;381(6580):284
pubmed: 8692266
Front Psychol. 2012 Dec 21;3:572
pubmed: 23267341
Eur J Neurosci. 2005 Dec;22(12):3255-65
pubmed: 16367791
Neuropsychologia. 2013 Jul;51(8):1608-18
pubmed: 23664833
Cereb Cortex. 2013 Sep;23(9):2038-43
pubmed: 22784606
J Neurosci. 2007 May 16;27(20):5326-37
pubmed: 17507555
Otol Neurotol. 2019 Mar;40(3):e290-e297
pubmed: 30741909
Nat Neurosci. 2003 Jul;6(7):674-81
pubmed: 12830158
Neuropsychologia. 2011 Apr;49(5):1083-1094
pubmed: 21315092
J Anat. 2005 Jul;207(1):3-17
pubmed: 16011542
Nat Rev Neurosci. 2002 Jun;3(6):473-8
pubmed: 12042882
Front Hum Neurosci. 2015 Jan 30;8:1049
pubmed: 25688196
Assessment. 2005 Sep;12(3):320-9
pubmed: 16123252
PLoS One. 2010 Oct 05;5(10):
pubmed: 20957158
Brain Cogn. 2004 Mar;54(2):103-9
pubmed: 14980450
Neuron. 2004 Oct 28;44(3):547-55
pubmed: 15504333
J Music Ther. 2007 Spring;44(1):23-37
pubmed: 17419662
Neurol Res. 1997 Feb;19(1):2-8
pubmed: 9090630
Front Psychol. 2011 Jul 07;2:156
pubmed: 21779271
Psychol Sci. 2011 Nov;22(11):1425-33
pubmed: 21969312
Nature. 1998 Nov 12;396(6707):128
pubmed: 9823892
Cochrane Database Syst Rev. 2012 Aug 15;(8):CD009133
pubmed: 22895983
Psychophysiology. 2004 May;41(3):341-9
pubmed: 15102118
Front Psychol. 2011 Jun 29;2:142
pubmed: 21747773
Emotion. 2011 Oct;11(5):1021-31
pubmed: 21942696
Prog Brain Res. 2015;217:37-55
pubmed: 25725909
J Neurosci. 2009 Mar 11;29(10):3019-25
pubmed: 19279238
J Cogn Neurosci. 2007 Sep;19(9):1453-63
pubmed: 17714007
Neuropsychologia. 1995 Aug;33(8):1047-55
pubmed: 8524453
PLoS One. 2013 Dec 11;8(12):e82007
pubmed: 24349171
Neurosci Lett. 2002 Mar 15;321(1-2):57-60
pubmed: 11872256
Child Dev. 2010 Jan-Feb;81(1):6-22
pubmed: 20331651
Nat Rev Neurosci. 2010 Aug;11(8):599-605
pubmed: 20648064
Empir Musicol Rev. 2008 Oct 1;3(4):178-186
pubmed: 21394231
Psychol Assess. 2013 Jun;25(2):477-83
pubmed: 23397927
Br J Psychol. 2011 Aug;102(3):283-302
pubmed: 21751987
Ann N Y Acad Sci. 2003 Nov;999:497-505
pubmed: 14681173
Psychol Sci. 2004 Aug;15(8):511-4
pubmed: 15270994
PLoS One. 2015 Sep 25;10(9):e0138715
pubmed: 26407242
PLoS One. 2014 Nov 19;9(11):e113383
pubmed: 25409300
Neuropsychologia. 2017 Sep;104:64-75
pubmed: 28780308
Ann N Y Acad Sci. 2018 May 24;:
pubmed: 29799116
Front Psychol. 2012 Apr 27;3:123
pubmed: 22557987
Dev Cogn Neurosci. 2016 Oct;21:1-14
pubmed: 27490304
Front Hum Neurosci. 2014 Nov 27;8:949
pubmed: 25505879
Hear Res. 2010 Mar;261(1-2):22-9
pubmed: 20018234