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The impact of music training on inhibition control, phonological processing, and motor skills in kindergarteners: a randomized control trial

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Source https://www.tandfonline.com/doi/abs/10.1080/03004430.2020.1781841?journalCode=gecd20

 

The impact of music training on inhibition control, phonological processing, and motor skills in kindergarteners: a randomized control trial

Jonathan Bolduc
ORCID Icon,
Nathalie Gosselin
ORCID Icon,
Tommy Chevrette
ORCID Icon &
Isabelle Peretz
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Pages 1886-1895 | Received 12 Feb 2020, Accepted 09 Jun 2020, Published online: 18 Jun 2020
ABSTRACT

This study explores how music training impacts the development of inhibition control, phonological processing, and gross and fine motor skills in preschoolers. In a randomized controlled trial, 160 kindergarteners in a music programme, a motor programme, or a control group were examined. Children in the two experimental conditions took part in 19 weekly 40-minute sessions. At pretest and post-test, inhibition control and phonological processing were measured with two subtests from the NEPSY-II. Gross and fine motricity were assessed with the BOT-2 Short Form. Post-test results showed that children in the music condition improved significantly on automatic response inhibition. Phonological processing skills did not differ significantly between the two experimental conditions, but the music condition produced significant improvements over control. These findings corroborate previous evidence that music training contributes substantially to develop executive function and phonological awareness in preschoolers.

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Acknowledgements

The authors thank Aimée Gaudette-Leblanc, Véronique Gaboury, and Delphine Fargues for their valuable contributions to this study. The team also thanks Julie Raymond and Jean-Daniel Guay for helping to prepare the manuscript. We are also grateful to the commission scolaire des Patriotes (Québec) and the administration and staff of the École de la Passerelle in Chambly (Québec) as well as all the research assistants.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

The authors disclose receipt of the following financial support for the research, authorship, and/or publication of this article: this study was funded by the Social Sciences and Humanities Research Council of Canada (SSHRC) and the Canada Research Chairs Program [grant number x].

Notes on contributors

Jonathan Bolduc

 
Jonathan Bolduc holds the Canada Research Chair on music and learning. The research interests of Professor Bolduc include links between music education and academic learning.

Nathalie Gosselin

 
Nathalie Gosselin has extensice experience in clinical assessment of preschool and school-age children. Her research focuses on the effects of music on cognition, mood and helath, and stress in populations with and without nerological disorders.

Tommy Chevrette

Tommy Chevrette studies physical condition and gross motor skills in children.

Isabelle Peretz

Isabelle Peretz is renowned for her work on congenital and acquired musical disorders (amusia) and on the biological foundations of music processing in general.