Cognitive and academic benefits of music training with children: A multilevel meta-analysis.
Music training has repeatedly been claimed to positively impact children's cognitive skills and academic achievement (literacy and mathematics). This claim relies on the assumption that engaging in intellectually demanding activities fosters particular domain-general cognitive skills, or even genera...
| Publicado en: | Memory & Cognition Vol. 48; no. 8; pp. 1429 - 1442 |
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| Autores principales: | , |
| Formato: | Artículo |
| Publicado: |
Springer Nature
2020
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=147157643&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 147157643 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 0090502X MEG jtl: Memory & Cognition issn: 0090502X maglogo: N pubinfo: dt: 2020 vid: 48 iid: 8 pid: 237 pub: Springer Nature artinfo: ui: 147157643 10.3758/s13421-020-01060-2 ppf: 1429 ppct: 13 formats: fmt: – @attributes: type: T – @attributes: type: P size: 616KB tig: atl: Cognitive and academic benefits of music training with children: A multilevel meta-analysis. aug: au: Sala, Giovanni Gobet, Fernand affil: Institute for Comprehensive Medical Science (ICMS), Fujita Health University, Toyoake, Aichi, Japan Centre for Philosophy of Natural and Social Science, London School of Economics and Political Science, WC2A 2AE, London, UK su: Academic achievement Cognition Music Children Confidence intervals ERIC (Information retrieval system) Psychology information storage & retrieval systems Mathematics Meta-analysis Health outcome assessment Systematic reviews Effect sizes (Statistics) Descriptive statistics sug: subj: Academic achievement Cognition Music Children Confidence intervals ERIC (Information retrieval system) Psychology information storage & retrieval systems Mathematics Meta-analysis Health outcome assessment Systematic reviews Effect sizes (Statistics) Descriptive statistics keyword: Cognitive ability Cognitive training Transfer Cognitive ability Cognitive training Transfer ab: Music training has repeatedly been claimed to positively impact children's cognitive skills and academic achievement (literacy and mathematics). This claim relies on the assumption that engaging in intellectually demanding activities fosters particular domain-general cognitive skills, or even general intelligence. The present meta-analytic review (N = 6,984, k = 254, m = 54) shows that this belief is incorrect. Once the quality of study design is controlled for, the overall effect of music training programs is null ( g ¯ ≈ 0) and highly consistent across studies (τ ≈ 0). Results of Bayesian analyses employing distributional assumptions (informative priors) derived from previous research in cognitive training corroborate these conclusions. Small statistically significant overall effects are obtained only in those studies implementing no random allocation of participants and employing non-active controls ( g ¯ ≈ 0.200, p <.001). Interestingly, music training is ineffective regardless of the type of outcome measure (e.g., verbal, non-verbal, speed-related, etc.), participants' age, and duration of training. Furthermore, we note that, beyond meta-analysis of experimental studies, a considerable amount of cross-sectional evidence indicates that engagement in music has no impact on people's non-music cognitive skills or academic achievement. We conclude that researchers' optimism about the benefits of music training is empirically unjustified and stems from misinterpretation of the empirical data and, possibly, confirmation bias. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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