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The relationship between music and s...

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The relationship between music and spatial processes: A meta-analysis.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The relationship between music and spatial processes: A meta-analysis./
作者:	Hetland, Lois.
面頁冊數:	237 p.
附註:	Adviser: Howard Gardner.
Contained By:	Dissertation Abstracts International61-10A.
標題:	Education, Educational Psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9992322
ISBN:	9780599993037

The relationship between music and spatial processes: A meta-analysis.
Hetland, Lois.

The relationship between music and spatial processes: A meta-analysis. - 237 p.

Adviser: Howard Gardner.

Thesis (Ed.D.)--Harvard University, 2000.

A relationship between musical and spatial domains has been suggested both theoretically and empirically. Such a relationship is of scientific interest to scholars of modularity and transfer of learning, because music and spatial reasoning might be related psychologically (i.e., they may rely on some of the same underlying skills) and perhaps neurologically as well (i.e., they may rely on some of the same, or proximal, brain areas). A relationship between the two abilities also could have practical implications for education, perhaps leading to instruction that better develops spatial ability, which is important to many disciplines and professions (e.g., physics, archaeology, medicine, engineering). Through meta-analysis (including analyses exploring potentially influential moderator variables), this thesis summarizes two bodies of experimental literature that have explored this relationship. Chapter 2 analyzes the temporary enhancing effects on adults' (college students') performance on spatial tasks (i.e., tasks requiring mental manipulation of shapes) after listening briefly to music (popularly called the "Mozart effect"). This review demonstrates a non-trivial effect for a particular category of spatial task, spatial-temporal (i.e., mentally flipping and turning objects in the absence of a physical model). The effect is of moderate size and generalizes broadly, but the mechanism remains uncertain. Further research is recommended. Chapter 3 analyzes the effects on performance of similar spatial tasks for children ages 3--12 that resulted from participating actively (not just listening) in programs of music instruction (the "music-making effect"). This second set of reviews shows a large, stable effect that also generalizes broadly. The effect was demonstrated for spatial-temporal measures and for mixed spatial measures that require mental manipulation of shapes, but not for Raven's Matrices tasks. Contrary to expectations, keyboard programs were not more effective than typical programs of music instruction in which children respond actively by making music in a variety of ways. However, learning notation did increase effect sizes. Cautious interpretation for educational practice is suggested because it is not clear how long the effect lasts, enhanced spatial abilities may not have much impact on school success, and justifying music programs based on their "bonus" effects may distract educators from important goals of music instruction.

ISBN: 9780599993037Subjects--Topical Terms:

1017560
Education, Educational Psychology.

The relationship between music and spatial processes: A meta-analysis.
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