Listening And Instruction On Cognitive Abilities And Learning

1832 WordsMay 8, 20158 Pages
The significance of listening to music has been acknowledged for decades due to the benefits it brings to human souls. In recent decades, endless studies conducted have further discovered the contributions that music listening and instruction have on cognitive abilities and learning. Music instruction has recently been studied under the umbrella of the Mozart effect to know the cognitive benefits of participation in musical activities. The Mozart effect originally suggested, “listening to a Mozart piano sonata produced significant short-term enhancement of spatial-temporal reasoning.” (1 Rausher) The Mozart effect has also been studied under the avenues of music listening and instruction concerning its respective impact on cognitive…show more content…
Moreover, the “effects of music instruction on cognitive abilities” is critical for the future, which “deserve further consideration.” (2 Rausher) Musical lessons boost performance for children between the ages of 12 and 14-years-old in their academics and cognitive ability tests. There is a close relationship between music lessons and academic achievement for children. Using music lessons to improve the IQ tests of children between the ages of 12 and 14-years-old is a reliable method in any learning environment. The study confirmed that IQ tests for the children, improved considerably when they participated frequently in musical lessons. The performance also extended to academic lessons that play a crucial role in the lives of young children. Dege, Wehrum, Stark & Schwarzer measured the IQ and academic self-concepts for children from different backgrounds, with social-economic status and the gender of the children proving not to affect the way they responded to musical lessons. (Dege) The significant contribution of musical instruction among children between the ages of 12 and 14-years-old is critical, because it can be used to improve learning in academic settings. Dege, Wehrum, Stark & Schwarzer argue that academic achievement varies with the personality of each child, due to their difference in orientations to music. The noteworthy association between musical
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