The Impact of a Music Education Program on Meta-Musical Awareness, Logical-Mathematical, and Notational Skills in Preschoolers

Autor/inn/en	Incognito, Oriana; Scaccioni, Laura; Pinto, Giuliana
Titel	The Impact of a Music Education Program on Meta-Musical Awareness, Logical-Mathematical, and Notational Skills in Preschoolers
Quelle	In: International Journal of Music Education, 40 (2022) 1, S.90-104 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Incognito, Oriana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0255-7614
DOI	10.1177/02557614211027247
Schlagwörter	Music Education; Preschool Children; Correlation; Cognitive Ability; Metacognition; Logical Thinking; Mathematics Skills; Language Aptitude; Comparative Analysis; Task Analysis; Alphabets; Invented Spelling; Transfer of Training; Educational Benefits; Written Language; Measurement Techniques; Musical Composition + Suchen Sie Ihr Suchwort? Musikerziehung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Korrelation; Denkfähigkeit; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Sprachbegabung; Spracheignung; Aufgabenanalyse; Buchstabenschrift; Rechtschreibdidaktik; Training; Transfer; Ausbildung; Bildungsertrag; Geschriebene Sprache; Messtechnik; Komponieren
Abstract	A number of studies suggest a link between musical training and both specific and general cognitive abilities, but despite some positive results, there is disagreement about which abilities are improved. This study aims to investigate the effects of a music education program both on a domain-specific competence (meta-musical awareness), and on general domain competences, that is, cognitive abilities (logical-mathematical) and symbolic-linguistic abilities (notational). Twenty 4- to 6-year-old children participated in the research, divided into two groups (experimental and control) and the measures were administered at two different times, before and after a 6-month music program (for the experimental group) and after a sports training program (for the control group). Children performed meta-musical awareness tasks, logical-mathematical tasks, and emergent-alphabetization tasks. Non-parametric statistics show that a music program significantly improves the development of notational skills and meta-musical awareness while not the development of logical-mathematical skills. These results show that a musical program increases children's meta-musical awareness, and their ability to acquire the notational ability involved in the invented writing of words and numbers. On the contrary, it does not affect the development of logical skills. The results are discussed in terms of transfer of knowledge processes and of specific versus general domain effects of a musical program. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01