Table 7.
Correlations between MEF, Gold-MSI-Musical Sophistication, parental education, and musical tasks.
| MEF | Gold-MSI | Parental education | |
|---|---|---|---|
| MEF | – | 0.44** | -0.05 |
| Gold-MSI | 0.44** | – | 0.07 |
| Parental Education | -0.05 | 0.07 | – |
| Pitch Perception | 0.13 | -0.11 | -0.17 |
| Tempo Perception | 0.17 | -0.03 | -0.06 |
| Melody Perception | 0.02 | -0.19 | -0.02 |
| Rhythm Perception | -0.03 | 0.16 | 0.18 |
| Song Production | 0.41* | 0.331 | 0.01 |
| Synchronization | -0.17 | 0.23 | -0.14 |
| Grammar | 0.36* | 0.37* | 0.14 |
| Phonological Awareness | 0.18 | 0.30 | 0.26 |
∗p < 0.05, ∗∗p < 0.01. 1Marginally significant (p < 0.1). 2Composite scores of grammar and phonological awareness have been included. 3Since phonological awareness scores were not age-normed, age in months was controlled for in all relevant correlations. 4Preliminary non-parametric comparisons indicated that there were no significant differences between children receiving musical or dancing training outside the nursery/home (n = 5) and the rest of the sample (n = 29) in the linguistic composite scores, the MEF or the Gold-MSI. No significant differences were found for any of the musical tasks apart from Rhythm Perception where non-musically trained children performed higher than their counterparts (U = 26.5, p = 0.031).