Practicing a Musical Instrument in Childhood is Associated with Enhanced Verbal Ability and Nonverbal Reasoning
Identifieur interne : 000F97 ( Main/Exploration ); précédent : 000F96; suivant : 000F98Practicing a Musical Instrument in Childhood is Associated with Enhanced Verbal Ability and Nonverbal Reasoning
Auteurs : Marie Forgeard [États-Unis] ; Ellen Winner [États-Unis] ; Andrea Norton [États-Unis] ; Gottfried Schlaug [États-Unis]Source :
- PLoS ONE ; 2008.
Abstract
In this study we investigated the association between instrumental music training in childhood and outcomes closely related to music training as well as those more distantly related.
Children who received at least three years (
While these results are correlational only, the strong predictive effect of training duration suggests that instrumental music training may enhance auditory discrimination, fine motor skills, vocabulary, and nonverbal reasoning. Alternative explanations for these results are discussed.
Url:
DOI: 10.1371/journal.pone.0003566
PubMed: 18958177
PubMed Central: 2570220
Affiliations:
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with Enhanced Verbal Ability and Nonverbal Reasoning</title><author><name sortKey="Forgeard, Marie" sort="Forgeard, Marie" uniqKey="Forgeard M" first="Marie" last="Forgeard">Marie Forgeard</name><affiliation wicri:level="2"><nlm:aff id="aff1"><addr-line>Department of Neurology, Beth Israel Deaconess Medical Center and Harvard Medical School, Boston, Massachusetts, United States of America</addr-line></nlm:aff><country xml:lang="fr">États-Unis</country><wicri:regionArea>Department of Neurology, Beth Israel Deaconess Medical Center and Harvard Medical School, Boston, Massachusetts</wicri:regionArea><placeName><region type="state">Massachusetts</region></placeName></affiliation></author><author><name sortKey="Winner, Ellen" sort="Winner, Ellen" uniqKey="Winner E" first="Ellen" last="Winner">Ellen Winner</name><affiliation wicri:level="2"><nlm:aff id="aff2"><addr-line>Department of Psychology, Boston College, Chestnut Hill, Massachusetts, United States of America</addr-line></nlm:aff><country xml:lang="fr">États-Unis</country><wicri:regionArea>Department of Psychology, Boston College, Chestnut Hill, Massachusetts</wicri:regionArea><placeName><region type="state">Massachusetts</region></placeName></affiliation><affiliation wicri:level="2"><nlm:aff id="aff3"><addr-line>Project Zero, Harvard Graduate School of Education, Cambridge, Massachusetts, United States of America</addr-line></nlm:aff><country xml:lang="fr">États-Unis</country><wicri:regionArea>Project Zero, Harvard Graduate School of Education, Cambridge, Massachusetts</wicri:regionArea><placeName><region type="state">Massachusetts</region></placeName></affiliation></author><author><name sortKey="Norton, Andrea" sort="Norton, Andrea" uniqKey="Norton A" first="Andrea" last="Norton">Andrea Norton</name><affiliation wicri:level="2"><nlm:aff id="aff1"><addr-line>Department of Neurology, Beth Israel Deaconess Medical Center and Harvard Medical School, Boston, Massachusetts, United States of America</addr-line></nlm:aff><country xml:lang="fr">États-Unis</country><wicri:regionArea>Department of Neurology, Beth Israel Deaconess Medical Center and Harvard Medical School, Boston, Massachusetts</wicri:regionArea><placeName><region type="state">Massachusetts</region></placeName></affiliation></author><author><name sortKey="Schlaug, Gottfried" sort="Schlaug, Gottfried" uniqKey="Schlaug G" first="Gottfried" last="Schlaug">Gottfried Schlaug</name><affiliation wicri:level="2"><nlm:aff id="aff1"><addr-line>Department of Neurology, Beth Israel Deaconess Medical Center and Harvard Medical School, Boston, Massachusetts, United States of America</addr-line></nlm:aff><country xml:lang="fr">États-Unis</country><wicri:regionArea>Department of Neurology, Beth Israel Deaconess Medical Center and Harvard Medical School, Boston, Massachusetts</wicri:regionArea><placeName><region type="state">Massachusetts</region></placeName></affiliation></author></analytic><series><title level="j">PLoS ONE</title><idno type="e-ISSN">1932-6203</idno><imprint><date when="2008">2008</date></imprint></series></biblStruct></sourceDesc></fileDesc><profileDesc><textClass></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en"><sec><title>Background</title><p>In this study we investigated the association between instrumental music training in childhood and outcomes closely related to music training as well as those more distantly related.</p></sec><sec><title>Methodology/Principal Findings</title><p>Children who received at least three years (<italic>M</italic> = 4.6 years) of instrumental music training outperformed their control counterparts on two outcomes closely related to music (auditory discrimination abilities and fine motor skills) and on two outcomes distantly related to music (vocabulary and nonverbal reasoning skills). Duration of training also predicted these outcomes. Contrary to previous research, instrumental music training was not associated with heightened spatial skills, phonemic awareness, or mathematical abilities.</p></sec><sec><title>Conclusions/Significance</title><p>While these results are correlational only, the strong predictive effect of training duration suggests that instrumental music training may enhance auditory discrimination, fine motor skills, vocabulary, and nonverbal reasoning. 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