The hypothesis that music training can improve verbal memory was tested in children. The results showed that children with music training demonstrated better verbal but not visual memory than did their counterparts without such training. When these children were followed up after a year, those who had begun or continued music training demonstrated significant verbal memory improvement. Students who discontinued the training did not show any improvement. Contrary to the differences in verbal memory between the groups, their changes in visual memory were not significantly different. Consistent with previous findings for adults (A. S. Chan, Y. Ho, & M. Cheung, 1998), the results suggest that music training systematically affects memory processing in accordance with possible neuroanatomical modifications in the left temporal lobe.Decades of study have demonstrated that early experience in life affects brain structures and cognitive functions in both animals (e.g

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G. Storms, T. Dirikx, J. Saerens, S. Verstraeten, and P. P. De Deyn (2003) criticized the use of scaling techniques, in proposing "semantic storage deficits" in Alzheimer's disease and schizophrenic patients in some studies, arguing that most reported multidimensionalscaling (MDS) models for patients were not adequately fit and did not differ from models generated by random data. The studies cited by G. Storms et al. were reexamined and all available data relevant to their claim were compared. A more complete review revealed somewhat different conclusions; it showed that many of the MDS models seem to meet the criteria of adequate fit, and it does not seem to support the notion that patients' performance is close to random. Suggestions are made to improve the validity of scaling analysis in neuropsychological studies.

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