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Does music instruction using the Suz...

Hallberg, Karin A.

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Does music instruction using the Suzuki method improve working memory and visual-spatial processing in children?

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Does music instruction using the Suzuki method improve working memory and visual-spatial processing in children?/
作者:	Hallberg, Karin A.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2014,
面頁冊數:	184 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.
Contained By:	Dissertation Abstracts International75-09A(E).
標題:	Educational psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3621095
ISBN:	9781303919657

Does music instruction using the Suzuki method improve working memory and visual-spatial processing in children?
Hallberg, Karin A.

Does music instruction using the Suzuki method improve working memory and visual-spatial processing in children? - Ann Arbor : ProQuest Dissertations & Theses, 2014 - 184 p.

Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.

Thesis (Ph.D.)--Northern Arizona University, 2014.

This randomized experimental study examined working memory capacity, visual-spatial processing, and controlled attention among kindergarten students who received musical instruction using the Suzuki Violin Method compared to students in a waiting list that served as a control group. The study consisted of five weeks of treatment or control condition for each group. Both groups were administered the Stanford-Binet 5 (SB-5) and the Kiddie Connors' Continuous Performance Test Version 5 (K-CPT). The students in the treatment group received 15 total hours of Suzuki instruction while the students in the waiting list control condition did not receive any instruction. At the end of week five, the treatment and the waiting list control groups were administered a post assessment.

ISBN: 9781303919657Subjects--Topical Terms:

517650
Educational psychology.

Does music instruction using the Suzuki method improve working memory and visual-spatial processing in children?
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520 $a This randomized experimental study examined working memory capacity, visual-spatial processing, and controlled attention among kindergarten students who received musical instruction using the Suzuki Violin Method compared to students in a waiting list that served as a control group. The study consisted of five weeks of treatment or control condition for each group. Both groups were administered the Stanford-Binet 5 (SB-5) and the Kiddie Connors' Continuous Performance Test Version 5 (K-CPT). The students in the treatment group received 15 total hours of Suzuki instruction while the students in the waiting list control condition did not receive any instruction. At the end of week five, the treatment and the waiting list control groups were administered a post assessment.
520 $a The analyses indicated there were no significant differences between the instrumental instruction using the Suzuki Method participants and the waiting list control participants on SB-5 Verbal and Nonverbal Working Memory total score and SB-5 Verbal and Nonverbal Visual Spatial Processing total score. However, there was a significant difference in the K-CPT composite variable of attention measures (omissions, commissions, hit response time, hit response time standard error, and variability) between the treatment and waiting list control groups. Music instruction using the Suzuki Method did produce a significant increase in the combined attention measures when compared to the control group participants.
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