Explaining the Association between Music Training and Reading in Adults

Autor/inn/en	Swaminathan, Swathi; Schellenberg, E. Glenn; Venkatesan, Kirthika
Titel	Explaining the Association between Music Training and Reading in Adults
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 44 (2018) 6, S.992-999 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
DOI	10.1037/xlm0000493
Schlagwörter	Music Education; Correlation; Reading Ability; Cognitive Ability; Intonation; Reading Rate; Reading Comprehension; Socioeconomic Status; Native Speakers; English; Perception; Undergraduate Students; Predictor Variables; Multiple Regression Analysis; Foreign Countries; Adults; Intelligence Tests; Reading Tests; Vocabulary; Canada; Wechsler Adult Intelligence Scale; Nelson Denny Reading Tests + Suchen Sie Ihr Suchwort? Musikerziehung; Korrelation; Reading competence; Lesekompetenz; Denkfähigkeit; Reading readiness; Reading speed; Lesegeschwindigkeit; Leseverstehen; Socio-economic status; Sozioökonomischer Status; Muttersprachler; English language; Englisch; Wahrnehmung; Prädiktor; Ausland; Intelligence test; Intelligenztest; Lesetest; Wortschatz; Kanada
Abstract	We sought to clarify whether the positive association between music lessons and reading ability is explained better by shared resources for processing pitch and temporal information, or by general cognitive abilities. Participants were native and nonnative speakers of English with varying levels of music training. We measured reading ability (comprehension and speed), music-perception skills (melody and rhythm), general cognitive ability (nonverbal intelligence, short-term memory, and working memory), and socioeconomic status (SES; family income, parents' education). Reading ability was associated positively with music training, English as a native language, and general cognitive ability. The association between reading and music training was significant after SES, native language, and music-perception skills were controlled. After general cognitive abilities were held constant, however, there was no longer an association between reading and music training. These findings suggest that the association between reading ability and music training is a consequence of general cognitive abilities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01