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

James, Clara; Zuber, Sascha; Dupuis Lozeron, Elise; Abdili, Laura; Gervaise, Diane; Kliegel, Matthias

doi:10.1101/829077

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Title		Formal string instrument training in a class setting enhances cognitive and sensorimotor development of primary school children
Authors		James, Clara Zuber, Sascha Dupuis Lozeron, Elise Abdili, Laura Gervaise, Diane Kliegel, Matthias
Published in		Frontiers in Neuroscience. 2020, vol. 14, no. 567, p. 1-16
Abstract		This cluster randomized controlled trial provides evidence that focused musical instrumental practice, in comparison to traditional sensitization to music, provokes multiple transfer effects in the cognitive and sensorimotor domain. Over the last 2 years of primary school (10–12 years old), 69 children received group music instruction by professional musicians twice a week as part of the regular school curriculum. The intervention group learned to play string instruments, whereas the control group (i.e., 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 Apparently, learning to play a complex instrument in a dynamic group setting impacts development much stronger than classical sensitization to music. Our results therefore highlight the added value of intensive musical instrumental training in a group setting within the school curriculum. These results encourage general implementation of such training in public primary schools, thus better preparing children for secondary school and for daily living activities.
Keywords		musical instrumental practice, group setting, cluster randomized controlled trial, multiple transfer effects, cognitive, sensorimotor, matrix reasoning, string instruments
Identifiers		DOI: 10.1101/829077
Note		bioRxiv 829077
Full text		Article (Published version) (1.7 MB) - Free access
Structures		Faculté de psychologie et des sciences de l'éducation / Section de psychologie Centres et instituts / Centre interfacultaire de gérontologie et d'études des vulnérabilités Centres et instituts / Centre interfacultaire des sciences affectives
Research groups		Neuroscience de l'émotion et dynamiques affectives (NEAD) Cognitive Aging Lab (CAL) Affective sciences Centre LIVES
Citation (ISO format)		JAMES, Clara et al. Formal string instrument training in a class setting enhances cognitive and sensorimotor development of primary school children. In: Frontiers in Neurosciences, 2020, vol. 14, n° 567, p. 1-16. doi: 10.1101/829077 https://archive-ouverte.unige.ch/unige:128172