Associations between two measures of music aptitude: Are the IMMA and the AMMA significantly correlated in a sample of 9- to 13-year-old children?

2016 ◽  
Vol 21 (4) ◽  
pp. 465-478 ◽  
Author(s):  
Franziska Degé ◽  
Hanne Patscheke ◽  
Gudrun Schwarzer
Keyword(s):  
Socioeconomic Status ◽  
Cognitive Abilities ◽  
Structural Model ◽  
Music Aptitude ◽  
Control Variables ◽  
Music Training ◽  
Aptitude Tests ◽  
Musical Aptitude ◽  
Music Audiation ◽  
Two Measures

The aim of this study was to correlate musical aptitude scores derived from two tests based on the same structural model for musical aptitude in a sample of 9- to 13-year-old children. We controlled for the influences of socioeconomic status (SES; measured by parents’ education), the amount of music lessons, and general cognitive abilities (i.e., IQ). The sample comprised 89 (46 girls) 9- to 13-year-old children. We applied two different tests by Edwin Gordon: Intermediate Measures of Music Audiation (IMMA) and Advanced Measures of Music Audiation (AMMA) to measure musical aptitude. As control variables, IQ, socioeconomic status, and amount of music training were assessed. A hierarchical multiple regression analysis revealed that the total score of the IMMA together with the control variables could not predict the total score of the AMMA. Furthermore, regression models for each of the subtests were also not significant. With respect to the control variables, we revealed an association between the IMMA and socioeconomic status as well as amount of music training. We conclude that even tests that are based on the same structural model of musical aptitude were not associated significantly. This might indicate problems of validity. Additionally, it seems to be difficult to assess musical aptitude independently of influences from music training and SES. Ultimately, this may support the notion that we still need valid musical aptitude tests for this particular age group.

Meta-Analytic Evidence of the Criterion Validity of Gordon’s Music Aptitude Tests in Published Music Education Research

2019 ◽  
Vol 67 (2) ◽  
pp. 193-213 ◽  
Author(s):  
Josef Hanson
Keyword(s):  
Music Education ◽  
Music Aptitude ◽  
Journal Articles ◽  
Aptitude Tests ◽  
Affective Outcomes ◽  
Musical Engagement ◽  
Music Audiation ◽  
Study Heterogeneity ◽  
Data Points ◽  
Education Journal

This meta-analytic study examined the validity of Gordon’s music aptitude tests as predictors of other musical variables. The four tests analyzed were the Music Aptitude Profile (1965), Primary Measures of Music Audiation (1979), Intermediate Measures of Music Audiation (1982), and Advanced Measures of Music Audiation (1989). Separate analyses were performed for tonal, rhythm, and composite constructs of music aptitude. From 47 music education journal articles that met requirements for inclusion, 215 independent data points representing 6,086 participants were collapsed into an overriding set of five criterion categories: (a) aural perception, (b) achievement, (c) creativity, (d) affective outcomes, and (e) musical engagement. Moderators potentially affecting validity included audiation type, sampling method, grade level, criterion test type, and year of publication. Results revealed estimated true criterion-related validities of .45 (tonal), .46 (rhythm), and .53 (composite). Gordon’s music aptitude tests were consistently but not always strongly associated with many desirable musical outcomes. Analysis of correlations by subtest and criterion category produced mixed results, and high levels of between-study heterogeneity could not be explained through meta-regression moderator analysis.

Music Training and Cognitive Abilities: Associations, Causes, and Consequences

2018 ◽  
pp. 644-670 ◽  
Author(s):  
Swathi Swaminathan ◽  
E. Glenn Schellenberg
Keyword(s):  
Academic Achievement ◽  
Cognitive Abilities ◽  
Healthy Aging ◽  
Music Aptitude ◽  
Listening Skills ◽  
Rhythm Perception ◽  
Language Abilities ◽  
Music Training ◽  
Visuospatial Abilities ◽  
The One

This chapter evaluates the evidence that music training leads to improved cognitive abilities. It considers whether music training is associated with measures of general cognitive abilities, visuospatial abilities, and language abilities, as well as with real-world measures such as academic achievement and healthy aging. Although positive associations with music training are evident in each instance, causal evidence is lacking, inconsistent, or weak. The one exception appears to be specialized music training that focuses on listening skills and rhythm perception, which seems to improve listening skills more generally. Improved phonological awareness can, in turn, lead to improvements in reading, particularly for young children who are beginning to read, or for children with dyslexia. Otherwise, associations with music training appear to be the consequence of individual differences in demographics, personality, music aptitude, and cognitive ability, which influence who takes music lessons, particularly for extended durations of time.

APTITUDE AND SECOND LANGUAGE ACQUISITION

2005 ◽  
Vol 25 ◽  
pp. 46-73 ◽  
Author(s):  
Peter Robinson
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Cognitive Abilities ◽  
Theoretical Frameworks ◽  
Aptitude Tests ◽  
Advanced Level ◽  
Learning Success ◽  
And Performance

Recent second language acquisition (SLA) research into the cognitive abilities implicated in implicit, incidental, and explicit learning, and in learning and performance on tasks differing in their information processing demands has prompted new theoretical frameworks for conceptualizing L2 aptitude. This research is reviewed and related to measures of abilities operationalized in existing aptitude tests, as well as to measures of abilities that are the focus of more recent research in cognitive psychology. Finally, prospects for developing aptitude tests to serve the purposes of predicting both early and advanced level language learning success are discussed in the light of the SLA findings and aptitude frameworks reviewed.

The Role of Personality and Intelligence in Assortative Mating

2012 ◽  
Vol 15 (2) ◽  
pp. 680-687 ◽  
Author(s):  
Sergio Escorial ◽  
Carmen Martín-Buro
Keyword(s):  
Socioeconomic Status ◽  
Empirical Evidence ◽  
Assortative Mating ◽  
Big Five ◽  
Educational Level ◽  
Big Five Model ◽  
Two Measures ◽  
Effect Of Age

Assortative mating is the individuals' tendency to mate with those who are similar to them in some variables, at a higher rate than would be expected from random. This study aims to provide empirical evidence of assortative mating through the Big Five model of personality and two measures of intelligence using Spanish samples. The sample consisted of 244 Spanish couples. It was divided into two groups according to relationship time. The effect of age, educational level and socioeconomic status was controlled. The results showed strong assortative mating for intelligence and moderate for personality. The strongest correlations for Personality were found in Openness, Agreeableness and Conscientiousness.

Learning a second language: Can music aptitude or music training have a role?

2018 ◽  
Vol 64 ◽  
pp. 1-7
Author(s):  
Francesca Talamini ◽  
Massimo Grassi ◽  
Enrico Toffalini ◽  
Rosa Santoni ◽  
Barbara Carretti
Keyword(s):  
Second Language ◽  
Music Aptitude ◽  
Music Training

Music Training and Nonmusical Abilities: Introduction

2011 ◽  
Vol 29 (2) ◽  
pp. 129-132 ◽  
Author(s):  
E. Glenn Schellenberg ◽  
Ellen Winner
Keyword(s):  
Cognitive Abilities ◽  
Scientific Inquiry ◽  
Music Perception ◽  
Music Training ◽  
The Public ◽  
The Past ◽  
Academic Benefits ◽  
The Us ◽  
The Media ◽  
New Research

the objective of this special issue of Music Perception, which includes contributions from researchers based in Canada, Germany, New Zealand, and the US, is to present the best new research on associations between music training and nonmusical abilities. Scholarly interest in associations between music training and nonmusical cognitive functioning has sparked much research over the past 15–20 years. The study of how far associations between music training and cognitive abilities extend, and whether such associations are more likely for some domains of cognition than for others, has theoretical relevance for issues of transfer, modularity, and plasticity. Unlike most other areas of scientific inquiry, there is parallel interest on the part of the public, the media, and educators who want to know if nonmusical intellectual and academic benefits are a welcome by-product of sending children to music lessons. Indeed, some educators and arts advocates justify music training in schools precisely because of these presumed and desired nonmusical associations.

SOCIOECONOMIC STATUS DOES NOT MODERATE THE FAMILIALITY OF COGNITIVE ABILITIES IN THE HAWAII FAMILY STUDY OF COGNITION

2004 ◽  
Vol 37 (6) ◽  
pp. 773-781 ◽  
Author(s):  
CRAIG T. NAGOSHI ◽  
RONALD C. JOHNSON
Keyword(s):  
Socioeconomic Status ◽  
Cognitive Ability ◽  
Cognitive Abilities ◽  
Parental Education ◽  
Family Study ◽  
Moderating Effects ◽  
Offspring Performance ◽  
Familial Transmission ◽  
Japanese Ancestry ◽  
Parental Socioeconomic Status

Data from 949 families of Caucasian and 400 families of Japanese ancestry who took part in the Hawaii Family Study of Cognition were used to ascertain the associations of parental cognitive ability, parental education and paternal occupation with offspring cognitive ability. In particular, analyses were focused on testing the possible moderating effects of parental socioeconomic status on the familial transmission of cognitive abilities. Parental cognitive ability was substantially associated and parental education and paternal occupation only trivially associated with offspring performance. In contrast to the findings of Turkheimer et al. (2003), there was no evidence in these data that familiality for cognitive abilities was lower in the lower as opposed to upper levels of socioeconomic status. These results were consistent across measures, ethnicity and sex of offspring.

Memory for Verbal and Visual Material in Highly Trained Musicians

2008 ◽  
Vol 26 (1) ◽  
pp. 41-55 ◽  
Author(s):  
Lorna S. Jakobson ◽  
Samantha T. Lewycky ◽  
Andrea R. Kilgour ◽  
Brenda M. Stoesz
Keyword(s):  
Cognitive Abilities ◽  
Visual Memory ◽  
Music Instruction ◽  
Group Differences ◽  
Music Training ◽  
Delayed Recall ◽  
Semantic Clustering ◽  
List Learning ◽  
Delayed Recognition ◽  
Initial List

INTEREST IN STUDYING THE EFFECTS of extensive music training on nonmusical perceptual and cognitive abilities has grown in recent years. Here, we present evidence that formal music instruction is associated with superior verbal and visual memory. Participants included 15 highly trained pianists and 21 individuals with little or no formal music training. The groups were comparable in terms of age, gender distribution, and socioeconomic status. Musicians showed superior immediate and delayed recall of word lists and greater use of a semantic clustering strategy during initial list-learning than nonmusicians. They also exhibited superior learning, delayed recall, and delayed recognition for visual designs. Group differences in delayed free recall of both words and designs persisted after controlling statistically for estimated Full Scale IQ. These results suggest that extensive music training is associated with a generalized enhancement of auditory and visual memory functions.

scholarly journals How does music training predict cognitive abilities? A bifactor approach to musical expertise and intelligence.

2016 ◽  
Vol 10 (2) ◽  
pp. 184-190 ◽  
Author(s):  
Paul J. Silvia ◽  
Karen S. Thomas ◽  
Emily C. Nusbaum ◽  
Roger E. Beaty ◽  
Donald A. Hodges
Keyword(s):  
Cognitive Abilities ◽  
Music Training ◽  
Musical Expertise

scholarly journals Explicit and implicit aptitude effects on second language speech learning: Scrutinizing segmental and suprasegmental sensitivity and performance via behavioural and neurophysiological measures

2018 ◽  
Vol 22 (5) ◽  
pp. 1123-1140 ◽  
Author(s):  
KAZUYA SAITO ◽  
HUI SUN ◽  
ADAM TIERNEY
Keyword(s):  
Second Language ◽  
Learning Experience ◽  
Music Aptitude ◽  
Neural Encoding ◽  
Aptitude Tests ◽  
Chinese Learners ◽  
Spectral Peaks ◽  
And Performance ◽  
The Uk ◽  
L2 Pronunciation

The current study examines the role of cognitive and perceptual individual differences (i.e., aptitude) in second language (L2) pronunciation learning, when L2 learners’ varied experience background is controlled for. A total of 48 Chinese learners of English in the UK were assessed for their sensitivity to segmental and suprasegmental aspects of speech on explicit and implicit modes via behavioural (language/music aptitude tests) and neurophysiological (electroencephalography) measures. Subsequently, the participants’ aptitude profiles were compared to the segmental and suprasegmental dimensions of their L2 pronunciation proficiency analyzed through rater judgements and acoustic measurements. According to the results, the participants’ segmental attainment was associated not only with explicit aptitude (phonemic coding), but also with implicit aptitude (enhanced neural encoding of spectral peaks). Whereas the participants’ suprasegmental attainment was linked to explicit aptitude (rhythmic imagery) to some degree, it was primarily influenced by the quality and quantity of their most recent L2 learning experience.

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