Puede afectar la instruccion en musica el desarrollo cognitivo de los ninos? [electronic resource] / Frances H. Rauscher.
Several studies have examined the effects of music instruction on children's abilities in other disciplines. Other studies have explored the effects of listening to music on adults' spatial abilities. Noting that these two sets of findings have been confused, leading to claims that listeni...
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Full Text (via ERIC) |
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| Format: | Electronic eBook |
| Language: | Spanish |
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Champaign, IL :
ERIC Clearinghouse on Elementary and Early Childhood Education,
2003.
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| Series: | ERIC digest.
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| Summary: | Several studies have examined the effects of music instruction on children's abilities in other disciplines. Other studies have explored the effects of listening to music on adults' spatial abilities. Noting that these two sets of findings have been confused, leading to claims that listening to music can improve children's academic abilities, this Spanish-language Digest evaluates these claims and discusses the evidence regarding effects of music "instruction" on children's abilities. The Digest examines the so-called "Mozart Effect," noting that the effects of listening to music were studied only in adults, lasted only a few minutes, and were found only for spatial-temporal reasoning, but were nevertheless misinterpreted to mean that listening to music could make children"smarter." The Digest then reviews studies on the effects of music instruction, as opposed to simply listening, on children's spatial-temporal ability, mathematics ability, and reading ability. The research suggests that music may act as a catalyst for cognitive abilities in other disciplines, and the relationship between music and spatial-temporal reasoning is particularly compelling. The Digest cautions, however, that several concerns remain unaddressed: little is known regarding exact aspects of music instruction that contribute to the transfer effects; further longitudinal studies are needed to determine the duration of these effects; currently available tests of reading and math achievement may not be sufficiently sensitive to the complexity of language and mathematical learning potentially affected by music instruction. Care must be taken to ensure that scientific goals do not displace developmentally appropriate music instruction. (HTH) |
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| Item Description: | ERIC Document Number: ED482049. Availability: ERIC Clearinghouse on Elementary and Early Childhood Education, Children's Research Center, University of Illinois, 51 Gerty Drive, Champaign, IL 61820-7469. Tel: 800-583-4135 (Toll Free); Tel: 217-333-1386; Fax: 217-333-3767; e-mail: ericeece@uiuc.edu; Web site: http://ericeece.org. For full text: http://ericeece.org/pubs/digests/2003/rauscher03s.html. Sponsoring Agency: Office of Educational Research and Improvement (edition), Washington, DC. Contract Number: edition-99-CO-0020. ERIC Note: For English version, see PS 031 509. |
| Physical Description: | 5 pages. |