The Impact of Music Instruction on Attention in Kindergarten Children

CITATION

Hallberg, K., Martin, W. and Mcclure, J. (2017) The Impact of Music Instruction on Attention in Kindergarten Children, Psychomusicology, 27(2), pp.113-121

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ABSTRACT
Investigating the effects of instrumental music instruction on cognitive processes with kindergarten
children can offer more information on the benefits of learning a musical instrument. To add to this body
of research, in a randomized pretest–posttest control group design, the present study explored the effects
of 5 weeks/15 hours of instrumental instruction using the violin Suzuki Method on (a) working memory
efficiency, (b) visual-spatial processing, and (c) controlled attention among kindergarten students.
Assessments were made using the Stanford-Binet 5 (SB-5) working memory and visual spatial subscales
and the Kiddie Connor’s Continuous Performance Test Version 5 (K-CPT) attention subscales. A
MANOVA followed by a univariate ANOVA was conducted on the means of the prepost change scores
between the Suzuki violin treatment group and the control group. Results indicated there was a
multivariate effect (p  .05) for the combined K-CPT measures and 1 univariate effect (p  .01) for the
specific K-CPT subtest of Hit Response Time between the treatment and control group. There were no
statistically significant differences in the means of prepost change scores between the groups on the SB-5
subscales. These findings demonstrate that attentional control, a psychological process necessary in
academic learning, may be enhanced with instrumental music instruction when presented in early
childhood.


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