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Cited by 66Diverse Music Education InsightsNeuroscience and Music PerceptionMusic Education and Analysis

Formal string instrument training in a class setting enhances cognitive and sensorimotor development of primary school children

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James, Clara E., Zuber, Sascha, Dupuis-Lozeron, Elise, Abdili, Laura, Gervaise, Diane, Kliegel, Matthias·2020·Frontiers in Neuroscience
DOI 10.3389/fnins.2020.00567PMC PMC7309442

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Abstract

Abstract This randomized controlled trial shows for the first time that focused musical instrumental practice as compared to traditional sensitization to music provokes robust cognitive and sensorimotor transfer effects. Over the last two years of primary school (10-12-year-old children), sixty-nine children received biweekly musical instruction by professional musicians within the regular school curriculum. The intervention group learned to play string instruments, whereas the control group, peers in parallel classes, was sensitized to music via listening, theory, and some practice. Broad benefits manifested in the intervention group as compared to the control group for working memory, attention, processing speed, cognitive flexibility, matrix reasoning, sensorimotor hand function and bimanual coordination Apparently, learning to play a complex instrument in a dynamic group setting impacts development much stronger than classical sensitization to music. Our results therefore highlight the added value of intensive musical instrumental training in a group setting, encouraging general implementation in public primary schools, better preparing children for secondary school and for daily living activities. Highlights - Music practice produces multiple cognitive transfer effects in school children - Making music causes stronger cognitive benefits than sensitization to music - Music practice in a class setting improves executive functions and abstract thinking - Playing string instruments enhances fine manual dexterity and bimanual coordination

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  • The few studies that assessed longer training periods have shown a greater impact of playing an instrument.

    “The few studies that assessed longer training periods have shown a greater impact of playing an instrument (Costa-Giomi, 1999, 2004: 36 months, mean g = 0.43; James et al., 2020: 48 months, mean g = 0.39; Portowitz et al., 2009: 24 months, mean g = 0.73)”

    From Please don't stop the music: A meta-analysis of the cognitive and academic benefits of instrumental musical training in childhood and adolescence (2022) · cites this paper as James et al., 2020

    The Conclusion reports cognitive and sensorimotor benefits after two years of instrumental training, supporting the general point that an extended training period can have an impact. But the Limitations section says the program would last four years only after a future extension; this study did not assess 48 months. Our copy also does not report a mean g of 0.39 or establish that longer training produced a greater impact than shorter training. (LLM, conf=0.91)

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Cited by

Sorted by citations

Authors
James, C. E., Zuber, S., Dupuis-Lozeron, E., Abdili, L., Gervaise, D., & Kliegel, M.
Affiliations
University of Geneva (CH)
Corresponding author
James, Clara E.
ORCID
Venue
Frontiers in Neuroscience
Publisher
Frontiers Media SA
Published
2020-06-16
Volume
14
Pages
567-567
ISSN
1662-453X (ISSN-L)
DOI
10.3389/fnins.2020.00567
PMC
PMC7309442
OpenAlex
W3034292537
Cited by
66
References
2
Citations by year
2026: 9 · 2025: 6 · 2024: 8 · 2023: 7 · 2022: 27 · 2021: 4 · 2020: 4 · 2019: 1
FWCI
110.96
Type
journal article
Language
en
Open access
Licence
Locations
  • Frontiers in Neuroscience (publishedVersion, cc-by)
  • bioRxiv (Cold Spring Harbor Laboratory) (acceptedVersion)
  • PubMed Central (publishedVersion, cc-by)
  • PubMed (publishedVersion)
  • Archive ouverte UNIGE (University of Geneva) (publishedVersion, other-oa)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
  • ArODES (HES-SO (https://www.hes-so.ch/)) (submittedVersion)
  • Archive ouverte UNIGE (University of Geneva) (submittedVersion, cc-by)
Funders
  • National Science Foundation
  • Schweizerischer Nationalfonds zur Förderung der Wissenschaftlichen Forschung (100014, 152841)
Topics
  • Social Sciences › Arts and Humanities › Music › Diverse Music Education Insights
  • Life Sciences › Neuroscience › Cognitive Neuroscience › Neuroscience and Music Perception
  • Social Sciences › Education › Music Education and Analysis
Keywords
cognitive development, sensorimotor development, elementary school students, working memory, attention, processing speed, cognitive flexibility, matrix reasoning, bimanual coordination, hand function, music education, school-based intervention, transfer effects

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