Enhancement of numeric cognition in children with low achievement in mathematic after a non-instrumental musical training

Ribeiro, Fernando Salimon; Santos, Flávia Heloísa dos

doi:10.1016/j.ridd.2016.11.008

Cited by 34 publications

(24 citation statements)

References 55 publications

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“…On the other hand, according to interactions, NMT promoted enhancement in children as regards these tasks. Results are consistent with the findings of Spelke (2008) and Ribeiro and Santos (2017) suggesting that NMT helps develop logical-mathematical reasoning (Rauscher et al, 1997) and the manipulation of symbols (Smedt, Noël, Gilmore, & Ansari, 2013;von Aster & Shalev, 2007). These findings are promising, since previously advance has been seen after only 8 NMT sessions.…”

Section: Discussionsupporting

confidence: 89%

“…Despite the musical intervention offered, some aspects of numerical cognition in children with DD were resistant to treatment (Ribeiro, 2013;Ribeiro & Santos, 2017), suggesting that perhaps more intervention time is required, e.g. Ribeiro and Santos (2017) obtained improvements in children with DD after 14 sessions of music training. For instance, we did not observe group effect, time or interactions in the counting dots and perceptive estimation tasks, achieving the expected score for age.…”

Section: Discussionmentioning

confidence: 99%

“…Other evidence suggests that music training can be a tool in the remediation of learning disorders in mathematics (Ribeiro & Santos, 2017) or its prevention (Silva, Baldin, & Santos, 2017). Esteki (2013) evaluated the effect of musical stimulation for the neurocognitive structuring of 13 girls, between 7 and 9 years old, diagnosed with DD.…”

Section: Introductionmentioning

confidence: 99%

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Numeracy musical training for school children with low achievement in mathematics

et al. 2019

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El presente estudio caso-controle, doble ciego, y prospectivo investigó los efectos del entrenamiento musical de numerosidad (NMT; Numeracy Musical Training), sobre habilidades cognitivas en niños de enseñanza primaria. Participaron 42 niños de 8 a 10 años divididos en dos grupos: con Bajo Rendimiento Aritmético (n = 21), y con Medio Rendimiento Aritmético (n = 21). Los niños pasaron por dos evaluaciones, antes y después de la realización del NMT, en las cuales se aplicaron pruebas cognitivas y escalas de comportamiento, que evaluaban variables tales como: rendimiento escolar, CI, memoria operativa, cognición numérica, ansiedad y estrés. El NMT fue desarrollado en ocho sesiones colectivas y tuvo como objetivo estimular los sistemas de la cognición numérica e integrar conocimientos musicales básicos y representaciones simbólicas. Después de la intervención por medio del entrenamiento musical los niños de ambos grupos obtuvieron mejoras significativas en el rendimiento académico, en los sistemas de la cognición numérica y en la memoria operativa, así como una disminución de la manifestación de ansiedad a las matemáticas. The present case-control, double-blind, and prospective study investigated the effects of Numeracy Music Training (NMT) on cognitive skills of primary school children. Participating in the study were 42 children aged 8 to 10 years divided into two groups: Low Achievement in Math (n = 21), and Average Achievement in Math (n = 21). The children underwent two evaluations before and after NMT, where cognitive tests and behavior scales were applied that assessed variables such as school performance, IQ, working memory, numerical cognition, anxiety and stress. NMT was developed in eight group sessions and aimed to stimulate the systems of numerical cognition and integrate basic musical knowledge, and symbolic representations. After the intervention, through musical training, the children in both groups showed significant improvements in school performance, systems of numerical cognition and working memory, as well as the reduction of manifestation of mathematics anxiety.

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Section: Discussionsupporting

confidence: 89%

Section: Discussionmentioning

confidence: 99%

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Numeracy musical training for school children with low achievement in mathematics

et al. 2019

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“…In fact, any enticing and empowering activity may improve children's well-being. Second, elements of music instruction (e.g., arithmetical music notation) could be used to facilitate learning in other disciplines such as arithmetic (Azaryahu, Courey, Elkoshi, & Adi-Japha, 2019;Courey, Balogh, Siker, & Paik, 2012;Ribeiro & Santos, 2017). Too few studies have been conducted to reach a definite conclusion.…”

Section: Conclusion and Recommendations For Future Researchmentioning

confidence: 99%

Cognitive and academic benefits of music training with children: A multilevel meta-analysis

2020

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Music training has repeatedly been claimed to positively impact children's cognitive skills and academic achievement (literacy and mathematics). This claim relies on the assumption that engaging in intellectually demanding activities fosters particular domain-general cognitive skills, or even general intelligence. The present meta-analytic review (N = 6,984, k = 254, m = 54) shows that this belief is incorrect. Once the quality of study design is controlled for, the overall effect of music training programs is null (g ≈ 0) and highly consistent across studies (τ 2 ≈ 0). Results of Bayesian analyses employing distributional assumptions (informative priors) derived from previous research in cognitive training corroborate these conclusions. Small statistically significant overall effects are obtained only in those studies implementing no random allocation of participants and employing non-active controls (g ≈ 0.200, p < .001). Interestingly, music training is ineffective regardless of the type of outcome measure (e.g., verbal, non-verbal, speed-related, etc.), participants' age, and duration of training. Furthermore, we note that, beyond metaanalysis of experimental studies, a considerable amount of cross-sectional evidence indicates that engagement in music has no impact on people's non-music cognitive skills or academic achievement. We conclude that researchers' optimism about the benefits of music training is empirically unjustified and stems from misinterpretation of the empirical data and, possibly, confirmation bias.

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“…In this study, only non-musician participants were recruited to avoid the possibility of musicians paying more attention than non-musicians to the musical background and because it has been suggested in the literature that a relationship exists between musicality and numerical ability (e.g., [ 44 , 45 ]).…”

Section: Introductionmentioning

confidence: 99%

When listening to rain sounds boosts arithmetic ability

et al. 2018

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Studies in the literature have provided conflicting evidence about the effects of background noise or music on concurrent cognitive tasks. Some studies have shown a detrimental effect, while others have shown a beneficial effect of background auditory stimuli. The aim of this study was to investigate the influence of agitating, happy or touching music, as opposed to environmental sounds or silence, on the ability of non-musician subjects to perform arithmetic operations. Fifty university students (25 women and 25 men, 25 introverts and 25 extroverts) volunteered for the study. The participants were administered 180 easy or difficult arithmetic operations (division, multiplication, subtraction and addition) while listening to heavy rain sounds, silence or classical music. Silence was detrimental when participants were faced with difficult arithmetic operations, as it was associated with significantly worse accuracy and slower RTs than music or rain sound conditions. This finding suggests that the benefit of background stimulation was not music-specific but possibly due to an enhanced cerebral alertness level induced by the auditory stimulation. Introverts were always faster than extroverts in solving mathematical problems, except when the latter performed calculations accompanied by the sound of heavy rain, a condition that made them as fast as introverts. While the background auditory stimuli had no effect on the arithmetic ability of either group in the easy condition, it strongly affected extroverts in the difficult condition, with RTs being faster during agitating or joyful music as well as rain sounds, compared to the silent condition. For introverts, agitating music was associated with faster response times than the silent condition. This group difference may be explained on the basis of the notion that introverts have a generally higher arousal level compared to extroverts and would therefore benefit less from the background auditory stimuli.

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Enhancement of numeric cognition in children with low achievement in mathematic after a non-instrumental musical training

Cited by 34 publications

References 55 publications

Numeracy musical training for school children with low achievement in mathematics

Numeracy musical training for school children with low achievement in mathematics

Cognitive and academic benefits of music training with children: A multilevel meta-analysis

When listening to rain sounds boosts arithmetic ability

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