Experimental design |
Randomized controlled trial |
Randomized controlled trial |
Longitudinal study |
Longitudinal study |
Age (years) |
9 |
6 |
7.54 |
7.73 |
Final sample size |
67 |
132 |
73 |
50 |
Group type |
Private piano lesson vs. no lesson |
Music (keyboard or voice) vs. control (drama or no lesson) |
Instrumental (guitar, cello, etc.) vs. natural science vs. no lesson |
Instrumental (guitar, cello, etc.) vs. natural science |
Training length |
3 years |
36 weeks |
18 months |
18 months |
Measures |
Developing Cognitive Abilities Test Beggs and Mouw, 1980; Musical Aptitude Profile Gordon, 1988; Bruininks-Oseretsky Test of Motor Proficiency Bruininks, 1978; Canadian Achievement Test2 Canadian Test Centre, 1992; Coopersmith Self-Esteem Inventories Coopersmith, 1981
|
Wechsler Intelligence Scale for Children (WISC-III, Wechsler, 1991); Kaufman Test of Educational Achievement Kaufman and Kaufman, 1985; Behavioral Assessment System for Children Reynolds and Kamphaus, 1992
|
Verbal learning, Delayed recall, Verbal recognition Helmstaedter et al., 2001; Corsi Block, Matrix Span Hasselhorn et al., 2012
|
Corsi Block, One-syllable Word Span, Matrix Span, Couning Span, Complex Span, Color Span Backwards Hasselhorn et al., 2012
|
Main findings |
Piano group showed significant improvement in Developing Cognitive Ability Test after two years; however, there were no differences between the two groups after three years. |
Music group showed greater increase in full-scale IQ than did the control group. |
Instrumental group showed greater improvements on verbal memory (Verbal learning, Delayed recall, and Verbal recognition) than did the natural science group and the control group. |
Instrumental group showed greater improvements on phonological loop and central executive of working memory than did the control group. |