Underlying mechanisms linking music education and cognitive modifiability

Abstract

This study evaluated the impact of a music program designed to foster cognitive development and social esteem among high-risk elementary school children. Addressing the central question of how music education may help children develop general learning skills, the research design interconnected between three components: (1) the content of the music lessons; (2) interactive, educational frameworks (mediated learning environments); and (3) specific learning skills to be fostered during the music lessons. All of the participants ( N = 81) attended the Jaffa Institute Child-Care Centers. Children in the experimental group ( n = 45) partook in two to three hours a week of music enrichment (music appreciation, performance, creativity) conducted within mediated learning environments over a period of 2 years, while children in the control group ( n = 36) did not. Pre and post assessments evaluated the development of cognitive skills (Raven, Complex Figure Tests) and social esteem (Fitts). Results indicated significant differences between the groups in the development of the targeted cognitive skills.