Impact of musical training in specialised centres on learning strategies, auditory discrimination and working memory in adolescents

Carmen María Sepúlveda Durán · María Pilar Martín Lobo · Sandra Santiago‐Ramajo

5 citations0/0 files storedBritish Journal of Music Education

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Diverse Music Education Insights Neuroscience and Music Perception Music Education and Analysis

Abstract

Abstract The aim of this study was to analyse whether specialised musical training influences auditory discrimination, working memory, learning strategies and academic performance. Sixty students (30 with at least four years of musical training and 30 without) of the same socioeconomic level were compared. Significant differences were found between students with and without musical training in terms of learning strategies, working memory and academic performance (p= <.05). This study shows the benefits of musical training offered at specialised centres, the development of students’ cognitive skills and the contributions of neuroscience to improving professional practice.

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References

2010The power of music: Its impact on the intellectual, social and personal development of children and young people 2013Theory and Practice of Early Reading 2014The mechanisms of working memory capacity: Primary memory, secondary memory, and attention control 2001The Arts and Academic Achievement: What the Evidence Shows 2013Does music training enhance working memory performance? Findings from a quasi-experimental longitudinal study 2001Self-regulating Learning Strategies in Instrumental Music Practice 2006Fluency Instruction: Research-Based Best Practices 2009The Impact of Music on Childhood and Adolescent Achievement*

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