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

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

Organizational unit

HEdS-GE

Type

Dataset

DOI

10.26037/yareta:dhglarpzdfcgzefx4pky7sua3m

License

Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International