Multimodal music training enhances executive functions in children: Results of a randomized controlled trial

Abstract

Music training programs have shown mixed results on children's executive functions. The purpose of the present study was to evaluate the impact of a 10‐week multimodal music program with vocal development, bimanual coordination, and musical improvisation, on children's executive functions. We hypothesized that a 10‐week music program would enhance executive functions in working memory in 4‐ to 6‐year‐old children. Eighty‐four children were randomly assigned to a multimodal music program, an active control Lego program, or no treatment control condition (i.e., randomized controlled design). All children completed measures of music aptitude, music achievement, and executive functions (i.e., EF Touch) pre‐ and post‐training. Results revealed enhanced pitch accuracy and working memory for children in the music training group as compared to the other conditions. Children in the Lego condition demonstrated significant enhancements of spatial working memory. Tonal music aptitude significantly predicted performance on measures of working memory. Contributions to the literature include the randomized controlled design, group multimodal music program appropriate for 4‐ to 6‐year‐old children, and the use of executive function measures sensitive to individual differences.

Music‐based interventions in community settings: Navigating the tension between rigor and ecological validity

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The Effects of Music on Adolescent People's Intellectual, Social, and Personal Development

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The (Co)Evolution of Language and Music Under Human Self-Domestication

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