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Please don't stop the music: A meta-analysis of the cognitive and academic benefits of instrumental musical training in childhood and adolescence
dc.contributor.author | Román Caballero, Rafael | |
dc.contributor.author | Vadillo, Miguel A. | |
dc.contributor.author | Trainor, Laurel J. | |
dc.contributor.author | Lupiáñez Castillo, Juan | |
dc.date.accessioned | 2022-02-03T09:00:33Z | |
dc.date.available | 2022-02-03T09:00:33Z | |
dc.date.issued | 2022-01-25 | |
dc.identifier.uri | http://hdl.handle.net/10481/72632 | |
dc.description.abstract | An extensive literature has investigated the impact of musical training on cognitive skills and academic achievement in children and adolescents. However, most of the studies have relied on cross-sectional designs, which makes it impossible to elucidate whether the observed differences are a consequence of the engagement in musical activities. Previous meta-analyses with longi- tudinal studies have also found inconsistent results, possibly due to their reliance on vague definitions of musical training. In addition, more evidence has appeared in recent years. The current meta-analysis investigates the impact of early programs that involve learning to play musical instruments on cognitive skills and academic achievement, as previous meta-analyses have not focused on this form of musical training. Following a systematic search, 34 indepen- dent samples of children and adolescents were included, with a total of 176 effect sizes and 5998 participants. All the studies had pre-post designs and, at least, one control group. Overall, we found a small but significant benefit (gΔ = 0.26) with short-term programs, regardless of whether they were randomized or not. In addition, a small advantage at baseline was observed in studies with self-selection (gpre = 0.28), indicating that participants who had the opportunity to select the activity consistently showed a slightly superior performance prior to the beginning of the inter- vention. Our findings support a nature and nurture approach to the relationship between instru- mental training and cognitive skills. Nevertheless, evidence from well-conducted studies is still scarce and more studies are necessary to reach firmer conclusions. | es_ES |
dc.description.sponsorship | Ministerio de Educación, Cultura y Deporte | es_ES |
dc.description.sponsorship | Comunidad Autónoma de Madrid | es_ES |
dc.description.sponsorship | Ministerio de Economía, Industria y Competitividad | es_ES |
dc.description.sponsorship | Universidad de Granada / CBUA | es_ES |
dc.language.iso | eng | es_ES |
dc.rights | Atribución-SinDerivadas 3.0 España | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nd/3.0/es/ | * |
dc.subject | Musical training | es_ES |
dc.subject | Academic achievement | es_ES |
dc.subject | Cognitive skills | es_ES |
dc.subject | Transfer | es_ES |
dc.title | Please don't stop the music: A meta-analysis of the cognitive and academic benefits of instrumental musical training in childhood and adolescence | es_ES |
dc.type | journal article | es_ES |
dc.rights.accessRights | open access | es_ES |
dc.identifier.doi | 10.1016/j.edurev.2022.100436 | |
dc.type.hasVersion | VoR | es_ES |