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Cognitive correlates of early music ...

Orsmond, Gael Ingrid.

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Cognitive correlates of early music instruction.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Cognitive correlates of early music instruction./
作者:	Orsmond, Gael Ingrid.
面頁冊數:	110 p.
附註:	Adviser: Leon K. Miller.
Contained By:	Dissertation Abstracts International58-11B.
標題:	Education, Early Childhood. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9815180
ISBN:	0591662787

Cognitive correlates of early music instruction.
Orsmond, Gael Ingrid.

Cognitive correlates of early music instruction. - 110 p.

Adviser: Leon K. Miller.

Thesis (Ph.D.)--University of Illinois at Chicago, 1997.

This study investigated the effects of early music instruction on music perception skills as well as specific areas of cognitive development (nonverbal/spatial abilities). While previous research has demonstrated a relationship between spatial and musical abilities, the findings generally have been correlational. This short-term longitudinal study investigated the cognitive abilities associated with early success in musical training, and the effects of musical training on music and cognitive abilities.

ISBN: 0591662787Subjects--Topical Terms:

1017530
Education, Early Childhood.

Cognitive correlates of early music instruction.
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100 1 $a Orsmond, Gael Ingrid. $3 1262023
245 1 0 $a Cognitive correlates of early music instruction.
300 $a 110 p.
500 $a Adviser: Leon K. Miller.
500 $a Source: Dissertation Abstracts International, Volume: 58-11, Section: B, page: 6259.
502 $a Thesis (Ph.D.)--University of Illinois at Chicago, 1997.
520 $a This study investigated the effects of early music instruction on music perception skills as well as specific areas of cognitive development (nonverbal/spatial abilities). While previous research has demonstrated a relationship between spatial and musical abilities, the findings generally have been correlational. This short-term longitudinal study investigated the cognitive abilities associated with early success in musical training, and the effects of musical training on music and cognitive abilities.
520 $a Participants were 29 children enrolled in beginning music instruction, and 29 children matched in age and gender attending preschool, without formal music lessons. The children were assessed on a music perception task and a variety of cognitive measures, prior to beginning music instruction and four months later. The music perception task assessed children's recognition of melodies. Children were required to raise their hand or clap when they noticed a change in a repeated melody. Cognitive tasks included a receptive vocabulary measure, a visual-motor copying task, an embedded figures task, and a set of puzzles. The children received different items of the measures at each time of assessment.
520 $a The results indicated that preschool children taking music lessons may be a select group. Gender and group differences were found on background variables, as well as on music task performance prior to lessons. Girls in the music group initially scored the highest. After four months of music lessons, boys in the music group, the group initially scoring the lowest, showed the greatest improvement on the music task. There were no systematic findings regarding global versus local strategies in melody recognition. A transfer effect only was observed for visual-motor skills, with the music group improving significantly on the visual-motor integration task. No effect was observed for the other spatial variables, nor for receptive vocabulary. The findings are discussed as relevant to previous research. Implications for music education are discussed.
590 $a School code: 0799.
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650 4 $a Psychology, Cognitive. $3 1017810
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