A Comparison of the Music Aptitude, Scholastic Aptitude, and Academic Achievement of Young Children

Abstract

In this study, analyses were undertaken to assess correlations (1) between music aptitude and scholastic aptitude scores, and (2) between music aptitude and academic achievement scores in first-, second- and third-grade children. The purposes of this investi- gation were: (1) to replicate Edwin E. Gordon's findings in the standardisation of the Primary Measures of Music Audiation, (2) to use individually-administered IQ tests instead of the more common group-administered IQ tests, (3) to include first- and second-grade children's IQ scores, and (4) to broaden the geo- graphic parameters. Results of the music aptitude and scholastic aptitude com- parisons were similar to those found in the Gordon study. The above-mentioned variables did not appear to affect the corre- lations found in music aptitude and performance IQ comparisons. Verbal IQ and music aptitude correlations were stronger in this study's sample but remained within the range of correlations found in other American studies. Higher correlations were found between academic achievement and music aptitude. These corre- lations may indicate some bias of the PMMA toward young pupils with high academic achievement.

Differences in Primary Mental Abilities Between Musicians and Nonmusicians

“…The Seashore test provided a practicable measure of musical ability, and, as a result, the Seashore test and its successors have been used in numerous studies on the relationship between musical ability and intelligence. The vast majority of studies compared test scores on musical ability and psychometric general intelligence in unselected samples (predominantly school children or college students; e.g., Beard, 1965; Bentley, 1966; Fischer & Butsch, 1961; Hobbs, 1985; Parker, 1978; Phillips, 1976; Sergeant & Thatcher, 1974). In their review of more than 50 studies published from the year 1924 up to 1979, Shuter-Dyson and Gabriel (1981) arrived at the conclusion that nearly all of the reported correlation coefficients were positive but low, typically around .30.…”

Differences in Mental Abilities between Musicians and Non-Musicians

“…intelligence scores in schoolchildren suggested no substantial relationship between both variables (e.g. Beard, 1965;Bentley, 1966Bentley, , 1975Gordon, 1968Gordon, , 1980Hobbs, 1985). These findings led to the conclusion that 'an individual nine years of age or older with high music aptitude may possess any degree of intelligence, as may a person with low music aptitude' (Hobbs, 1985: 93).…”

A Utilização De Paródias E Dramatização Em Sala De Aula. O Julgamento De Galileo E O Laboratório Não Estruturado No Projeto Pibid

“…Ligações entre aptidão musical e habilidades não musicais são problemáticas para os teóricos que postulam a modularidade para a música (Peretz, 2009;Peretz & Coltheart, 2003) ou que a habilidade musical representa uma inteligência distinta de outras habilidades (Gardner, 1983(Gardner, , 1999. , 1990;Hobbs, 1985;Lynn et al, 1989;Norton et al, 2005;Phillips, 1976;Rainbow, 1965;sargento & Thatcher, 1974). Assim, a estratégia de uso de paródias no ensino se encaixa nos recursos didáticos da metacognição.…”

“…Considere as durações de tom na música: 1 nota inteira é equivalente a 2 semitons, 4 semínimas, 8 colcheias, 16 semicolcheias e assim por diante. Mas, Schellenberg (2013) faz uma distinção entre o fato da composição musical ou sua escrita ter propriedades matemáticas que habilidades matemáticas estejam associadas a habilidades musicais.Aptidão musical no primeiro, segundo e terceiro grau também se mostra correlacionado com o desempenho escolar em matemática, mas uma associação semelhante ou maior em magnitude aparece na habilidade de leitura(Hobbs, 1985). Phillips (1976) estudou a correlação entre aptidão musical e habilidades quantitativas e observou que realmente esta correlação é menor do que a correlação entre aptidão musical e habilidades verbais ou não-verbais.…”