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

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
Note bioRxiv 829077
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Research groups Neuroscience de l'émotion et dynamiques affectives (NEAD)
Cognitive Aging Lab (CAL)
Affective sciences
Centre LIVES
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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

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Deposited on : 2019-12-20

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