MozartV1, PascalFrancis, Corpus, bibRecord, 000135

The cognitive and academic benefits of music to children : Facts and fiction

Identifieur interne : 000135 ( PascalFrancis/Corpus ); précédent : 000134; suivant : 000136

The cognitive and academic benefits of music to children : Facts and fiction

Auteurs : Rudi Crncec ; Sarah J. Wilson ; Margot Prior

Source :

Educational psychology : (Dorchester-on-Thames. Print) [ 0144-3410 ] ; 2006.

RBID : Pascal:07-0271876

Descripteurs français

Pascal (Inist)
- Aptitude intellectuelle, Musique, Développement cognitif, Raisonnement, Traitement information, Aptitude spatiale, Mathématiques, Lecture, Quotient intellectuel, Amélioration, Réussite scolaire, Enfant.

English descriptors

KwdEn :
- Academic achievement, Child, Cognitive development, Improvement, Information processing, Intellectual ability, Intelligence quotient, Mathematics, Music, Reading, Reasoning, Spatial ability.

Abstract

There is considerable interest in the potential non-musical cognitive and academic benefits of music listening and instruction to children. This report describes three lines of research relevant to this issue, namely, the effects of: (1) focused music listening on subsequent task performance (the Mozart effect); (2) music instruction; and (3) background music listening. Research suggests that while Mozart effect studies have attracted considerable media attention, the effect cannot be reliably demonstrated in children. In contrast, music instruction confers consistent benefits for spatiotemporal reasoning skills; however, improvements in associated academic domains, such as arithmetic, have not been reliably shown. Finally, background music may calm and focus children with special education needs, thereby enhancing learning. Additional research is required to determine whether this effect is evident in normal populations. Overall, evidence for the non-musical benefits of music listening and instruction is limited. The inherent value of music and music education should not be overlooked by narrowly focusing on cognitive and academic outcomes.

Notice en format standard (ISO 2709)

Pour connaître la documentation sur le format Inist Standard.

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Format Inist (serveur)

NO :	PASCAL 07-0271876 INIST
ET :	The cognitive and academic benefits of music to children : Facts and fiction
AU :	CRNCEC (Rudi); WILSON (Sarah J.); PRIOR (Margot)
AF :	MARCS Auditory Laboratories, University of Western Sydney/Australie (1 aut.); School of Behavioural Science, University of Melbourne/Australie (1 aut., 2 aut., 3 aut.)
DT :	Publication en série; Niveau analytique
SO :	Educational psychology : (Dorchester-on-Thames. Print); ISSN 0144-3410; Royaume-Uni; Da. 2006; Vol. 26; No. 4; Pp. 579-594; Bibl. 4 p.1/4
LA :	Anglais
EA :	There is considerable interest in the potential non-musical cognitive and academic benefits of music listening and instruction to children. This report describes three lines of research relevant to this issue, namely, the effects of: (1) focused music listening on subsequent task performance (the Mozart effect); (2) music instruction; and (3) background music listening. Research suggests that while Mozart effect studies have attracted considerable media attention, the effect cannot be reliably demonstrated in children. In contrast, music instruction confers consistent benefits for spatiotemporal reasoning skills; however, improvements in associated academic domains, such as arithmetic, have not been reliably shown. Finally, background music may calm and focus children with special education needs, thereby enhancing learning. Additional research is required to determine whether this effect is evident in normal populations. Overall, evidence for the non-musical benefits of music listening and instruction is limited. The inherent value of music and music education should not be overlooked by narrowly focusing on cognitive and academic outcomes.
CC :	002A26J03B; 002A26K03
FD :	Aptitude intellectuelle; Musique; Développement cognitif; Raisonnement; Traitement information; Aptitude spatiale; Mathématiques; Lecture; Quotient intellectuel; Amélioration; Réussite scolaire; Enfant
FG :	Homme; Cognition; Langage
ED :	Intellectual ability; Music; Cognitive development; Reasoning; Information processing; Spatial ability; Mathematics; Reading; Intelligence quotient; Improvement; Academic achievement; Child
EG :	Human; Cognition; Language
SD :	Aptitud intelectual; Música; Desarrolo cognitivo; Razonamiento; Procesamiento información; Aptitude espacial; Matemáticas; Lectura; Cociente intelectual; Mejora; Logro escolar; Niño
LO :	INIST-19286.354000142331500060
ID :	07-0271876

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Pascal:07-0271876

Le document en format XML

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<ET>The cognitive and academic benefits of music to children : Facts and fiction</ET>
<AU>CRNCEC (Rudi); WILSON (Sarah J.); PRIOR (Margot)</AU>
<AF>MARCS Auditory Laboratories, University of Western Sydney/Australie (1 aut.); School of Behavioural Science, University of Melbourne/Australie (1 aut., 2 aut., 3 aut.)</AF>
<DT>Publication en série; Niveau analytique</DT>
<SO>Educational psychology : (Dorchester-on-Thames. Print); ISSN 0144-3410; Royaume-Uni; Da. 2006; Vol. 26; No. 4; Pp. 579-594; Bibl. 4 p.1/4</SO>
<LA>Anglais</LA>
<EA>There is considerable interest in the potential non-musical cognitive and academic benefits of music listening and instruction to children. This report describes three lines of research relevant to this issue, namely, the effects of: (1) focused music listening on subsequent task performance (the Mozart effect); (2) music instruction; and (3) background music listening. Research suggests that while Mozart effect studies have attracted considerable media attention, the effect cannot be reliably demonstrated in children. In contrast, music instruction confers consistent benefits for spatiotemporal reasoning skills; however, improvements in associated academic domains, such as arithmetic, have not been reliably shown. Finally, background music may calm and focus children with special education needs, thereby enhancing learning. Additional research is required to determine whether this effect is evident in normal populations. Overall, evidence for the non-musical benefits of music listening and instruction is limited. The inherent value of music and music education should not be overlooked by narrowly focusing on cognitive and academic outcomes.</EA>
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<FD>Aptitude intellectuelle; Musique; Développement cognitif; Raisonnement; Traitement information; Aptitude spatiale; Mathématiques; Lecture; Quotient intellectuel; Amélioration; Réussite scolaire; Enfant</FD>
<FG>Homme; Cognition; Langage</FG>
<ED>Intellectual ability; Music; Cognitive development; Reasoning; Information processing; Spatial ability; Mathematics; Reading; Intelligence quotient; Improvement; Academic achievement; Child</ED>
<EG>Human; Cognition; Language</EG>
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The cognitive and academic benefits of music to children : Facts and fiction

The cognitive and academic benefits of music to children : Facts and fiction

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