The Cognitive Flexibility Claim in the Bilingual and Music Education Research Traditions

1978 ◽  
Vol 26 (2) ◽  
pp. 76-81 ◽  
Author(s):  
Bruce Bain
Keyword(s):  
Music Education ◽  
Kindergarten Children ◽  
Bilingual Children ◽  
Control Group ◽  
Peabody Picture Vocabulary ◽  
Cognitive Domains ◽  
Research Traditions ◽  
Music Program ◽  
Inner Self ◽  
Rod And Frame

This report briefly surveys two research traditions, bilingual child development and music education, largely unknown to each other but arriving at similar conclusions concerning the cognitive consequences of their respective programs. A study of performance on the rod-and-frame, Uznadze illusion, Piagetian conservation, and Peabody picture-vocabulary tests by kindergarten children in a bilingual immersion program, a music program, and a control group (neither bilingual nor music) was conducted. The bilingual children performed significantly better on the tests that demanded verbal facility. The music children performed significantly better on the tests that demanded awareness of inner self. Results suggest that the two types of experiences result in a more flexible means of cognition within different cognitive domains.

The impact of a music education program on meta-musical awareness, logical-mathematical, and notational skills in preschoolers

2021 ◽  
pp. 025576142110272
Author(s):  
Oriana Incognito ◽  
Laura Scaccioni ◽  
Giuliana Pinto
Keyword(s):  
Music Education ◽  
Education Program ◽  
Cognitive Abilities ◽  
Musical Training ◽  
Control Group ◽  
Transfer Of Knowledge ◽  
General Domain ◽  
Music Program ◽  
Before And After ◽  
The Impact

A number of studies suggest a link between musical training and both specific and general cognitive abilities, but despite some positive results, there is disagreement about which abilities are improved. This study aims to investigate the effects of a music education program both on a domain-specific competence (meta-musical awareness), and on general domain competences, that is, cognitive abilities (logical-mathematical) and symbolic-linguistic abilities (notational). Twenty 4- to 6-year-old children participated in the research, divided into two groups (experimental and control) and the measures were administered at two different times, before and after a 6-month music program (for the experimental group) and after a sports training program (for the control group). Children performed meta-musical awareness tasks, logical-mathematical tasks, and emergent-alphabetization tasks. Non-parametric statistics show that a music program significantly improves the development of notational skills and meta-musical awareness while not the development of logical-mathematical skills. These results show that a musical program increases children’s meta-musical awareness, and their ability to acquire the notational ability involved in the invented writing of words and numbers. On the contrary, it does not affect the development of logical skills. The results are discussed in terms of transfer of knowledge processes and of specific versus general domain effects of a musical program.

The role of home and school factors in predicting English vocabulary among bilingual kindergarten children in Singapore

2010 ◽  
Vol 32 (1) ◽  
pp. 141-168 ◽  
Author(s):  
L. QUENTIN DIXON
Keyword(s):  
Family Income ◽  
Mother Tongue ◽  
Vocabulary Knowledge ◽  
Kindergarten Children ◽  
Bilingual Children ◽  
Vocabulary Test ◽  
Peabody Picture Vocabulary ◽  
School Factors ◽  
Home And School

ABSTRACTResearch in monolingual populations indicate that vocabulary knowledge is essential to reading achievement, but how vocabulary develops in bilingual children has been understudied. The current study investigated the role of home and school factors in predicting English vocabulary among 284 bilingual kindergartners (168 Chinese, 65 Malay, 51 Indian) in the multilingual context of Singapore. The Peabody Picture Vocabulary Test—Third Edition was administered in English and in translations into Mandarin, Malay, and Tamil. Home factors including caretaker language, television language, and mother tongue vocabulary were found to be significant predictors of English vocabulary, controlling for mother's years of education and family income. The curriculum emphasis of the kindergarten center was also found to be a significant predictor of English vocabulary.

Integrating popular music into urban schools: Assessing the effectiveness of a comprehensive music teacher development program

2021 ◽  
pp. 025576142098622
Author(s):  
Hal Abeles ◽  
Lindsay Weiss-Tornatore ◽  
Bryan Powell
Keyword(s):  
Professional Development ◽  
New York ◽  
Music Education ◽  
Popular Music ◽  
Teacher Development ◽  
Development Program ◽  
Music Teacher ◽  
School Year ◽  
Music Program ◽  
K 12

As popular music education programs become more common, it is essential to determine what kinds of professional development experiences that are designed to help teachers include popular music into their music education classrooms are effective—keeping in mind that the inclusion of popular music in K–12 classrooms requires a change not only in instrumentation and repertoire but also pedagogical approaches. This study examined the effects of a popular music professional development initiative on more than 600 New York City urban music teachers’ musicianship, their pedagogy, and their leadership skills throughout one school year. Results revealed increases in all three areas, most notably in teachers’ musicianship. The study also showed an increase in teachers’ positive perceptions about their music programs, specifically, their level of excitement about the state of their music program and that their music program was more effective at meeting their students’ needs than it had been previously.

Zoltán Kodály gives a hand to secondary school students in recorder performance and attitudes toward music in Turkey

2021 ◽  
pp. 025576142110059
Author(s):  
Alican Gülle ◽  
Cenk Akay ◽  
Nezaket Bilge Uzun
Keyword(s):  
Secondary School ◽  
Music Education ◽  
Secondary School Students ◽  
Attitude Scale ◽  
Control Group ◽  
School Students ◽  
Service Training ◽  
Quasi Experimental ◽  
Attitudes Toward Music ◽  
Experimental Group

Kodály-inspired pedagogy enables students to participate effectively in a music course by engaging in active musical interactions with folk songs and melodies. The purpose of this study was to explore the effects of Kodály-inspired pedagogy on recorder performance and attitudes toward music of secondary school students. A quasi-experimental design was used in the study. The experimental group was taught using Kodály-inspired pedagogy and the control group using the general music teaching methods for 9 weeks. A two-way mixed-design analysis of variance (ANOVA) and content analysis were used to analyze the data. A Recorder Performance Grading Key, music course attitude scale, and open-ended questions were used to collect the data. Consequently, the findings indicated that Kodály-inspired pedagogy had a significant effect on the students’ recorder performance but the researchers could not find a significant effect on students’ attitudes toward the music course. Moreover, students in the experimental group reported improvement in their recorder performance and attitudes toward music education. The researchers recommended including information about the implementation of Kodály-inspired pedagogy in music teacher textbooks, providing in-service training for teachers to enable them to use Kodály-inspired pedagogy.

scholarly journals Effectiveness of “Hand Hygiene Fun Month” for Kindergarten Children: A Pilot Quasi-Experimental Study

2020 ◽  
Vol 17 (19) ◽  
pp. 7264
Author(s):  
Lorna Kwai Ping Suen ◽  
Janet Pui Lee Cheung
Keyword(s):  
Experimental Study ◽  
Hand Hygiene ◽  
School Health ◽  
Intervention Group ◽  
Kindergarten Children ◽  
School Level ◽  
Control Group ◽  
Hygiene Practices ◽  
Quasi Experimental ◽  
Experimental Group

Early childhood is a formative period during which healthy habits are developed, including proper hand hygiene practices. The aim of this quasi-experimental study was to determine the effectiveness of a 4-week series of educational sessions that consider the cognitive developmental stage of children on increasing their knowledge and promoting hand hygiene practices. The intervention group (n = 33) observed the hand hygiene program, whereas another group served as the waitlist control (n = 20). Creative activities were planned for the illustration of hand hygiene concepts in terms of “right moments”, “right steps”, and “right duration”. Hand sanitizer coverage was evaluated using a hand scanner. After the intervention, the experimental group had higher knowledge level toward hand hygiene than the control group (p < 0.001). Significant improvements in hand hygiene performance at the left palm and dorsum (p < 0.05), right palm (p < 0.05), and overall hand coverage (p < 0.05) were observed in the experimental group. The study demonstrated that the knowledge and proper hand hygiene (HH) practice of children can be positively influenced by the use of an age-appropriate education program. The results of this study have implications for school health educators and parents for promoting HH practices among children at home and at the school level.

Effectiveness of Individualized Instruction for Kindergarten Children with a Developmental Lag

1971 ◽  
Vol 38 (3) ◽  
pp. 205-209 ◽  
Author(s):  
Joseph C. Spollen ◽  
Bonnie L. Ballif
Keyword(s):  
Visual Perception ◽  
Normal Subjects ◽  
Individualized Instruction ◽  
Kindergarten Children ◽  
Analysis Of Covariance ◽  
Experimental Program ◽  
Control Group ◽  
General Development

A curriculum emphasizing instruction in areas of greatest deficit was provided to children demonstrating a developmental lag. Of 135 children so classified, 90 were placed in an experimental program and 45 participated as a control group in a regular kindergarten program. A second control group consisted of 45 randomly selected developmentally normal subjects also in a regular kindergarten program. Mean score differences between groups and sexes for general development, visual perception, language, and general readiness were obtained. Analysis of covariance showed no significant differences by treatment or sex on any of the criterion measures.

Oddity and Discrimination Learning after Pretraining on a Nonrepeated Oddity Task

1983 ◽  
Vol 56 (1) ◽  
pp. 27-30 ◽  
Author(s):  
Takeshi Sugimura
Keyword(s):  
Discrimination Learning ◽  
Discrimination Task ◽  
Kindergarten Children ◽  
Control Group ◽  
Oddity Task ◽  
Oddity Learning ◽  
High Level

128 kindergarten children learned an oddity task with no repeated stimuli until they reached one of the three criteria of 4/4, 8/8, and 8/8 + 20 correct responses, and then they were given either an oddity task with repeated stimuli or a discrimination task. With increasing numbers of pretraining trials, the repeated oddity learning became significantly easier but ease of the discrimination learning did not change significantly. These findings were interpreted as showing that attention to relational cues increased to a high level through learning the nonrepeated oddity task, whereas attention to absolute cues remained at almost the same level as in the control group with no pretraining.

scholarly journals Exposure to 3′Sialyllactose-Poor Milk during Lactation Impairs Cognitive Capabilities in Adulthood

Nutrients ◽  
2021 ◽  
Vol 13 (12) ◽  
pp. 4191
Author(s):  
Edoardo Pisa ◽  
Alberto Martire ◽  
Valentina Chiodi ◽  
Alice Traversa ◽  
Viviana Caputo ◽  
...  
Keyword(s):  
Cognitive Functions ◽  
Selective Reduction ◽  
Long Term Potentiation ◽  
Control Group ◽  
Preclinical Model ◽  
Knock Out ◽  
Cognitive Domains ◽  
Memory And Attention ◽  
Term Potentiation ◽  
Regulatory Functions

Breast milk exerts pivotal regulatory functions early in development whereby it contributes to the maturation of brain and associated cognitive functions. However, the specific components of maternal milk mediating this process have remained elusive. Sialylated human milk oligosaccharides (HMOs) represent likely candidates since they constitute the principal neonatal dietary source of sialic acid, which is crucial for brain development and neuronal patterning. We hypothesize that the selective neonatal lactational deprivation of a specific sialylated HMOs, sialyl(alpha2,3)lactose (3′SL), may impair cognitive capabilities (attention, cognitive flexibility, and memory) in adulthood in a preclinical model. To operationalize this hypothesis, we cross-fostered wild-type (WT) mouse pups to B6.129-St3gal4tm1.1Jxm/J dams, knock-out (KO) for the gene synthesizing 3′SL, thereby providing milk with approximately 80% 3′SL content reduction. We thus exposed lactating WT pups to a selective reduction of 3′SL and investigated multiple cognitive domains (including memory and attention) in adulthood. Furthermore, to account for the underlying electrophysiological correlates, we investigated hippocampal long-term potentiation (LTP). Neonatal access to 3′SL-poor milk resulted in decreased attention, spatial and working memory, and altered LTP compared to the control group. These results support the hypothesis that early-life dietary sialylated HMOs exert a long-lasting role in the development of cognitive functions.

scholarly journals The Effectiveness of a Program Based on the Strategy of Positive Education in the Development of Self-Esteem of Kindergarten Children with Learning Difficulties

2014 ◽  
Vol 8 (1) ◽  
pp. 214
Author(s):  
Khadega M. Badraldien
Keyword(s):  
Education Program ◽  
Learning Difficulties ◽  
Self Esteem ◽  
Social Adaptation ◽  
Kindergarten Children ◽  
Control Group ◽  
Positive Education ◽  
Normal Children ◽  
Before And After ◽  
Experimental Group

The results of several studies have shown that children with learning difficulties suffer from low selfesteem compared to normal children, which may affect their integration with their normal peers, social adaptation, and their academic superiority in subsequent years. Positive education is one of the modern strategies in education which is intended to focus on the positive and desirable behavior of the child rather than focusing on the negative or bad behavior. The present study aimed to find out the effectiveness of a program based on the strategy of positive educationin the development of self-esteem for children who suffer from learning difficulties. The study used the pre-academic skills scale to diagnose and sort children with learning difficulties and the self-esteem scale to determine the level of appreciation for children with learning difficulties for themselves before and after the implementation of the program. Overall, the results of the study indicated that the positive education program helped in developing children’s self-esteem and appreciation for themselves. The results showed that children of the experimental group had better selfesteem than the control group, and the positive education program had a significant impact on the development of self-confidence and self image. The results also indicated that the experimental group was better in integration and social interaction than the control group. The study recommended using the strategy of positive education not only with normal children but also with those with learning difficulties. The study also recommended that parents' and teachers' awareness of the importance of positive education and its impact on the growth of the child's personality and abilities should be enhanced. 

scholarly journals Interdisciplinary Interaction between Music Education and History: Shaping the Musical Preferences in Classical Music of the 20th Century

2021 ◽  
Author(s):  
Jerneja Žnidaršič
Keyword(s):  
Music Education ◽  
20Th Century ◽  
Primary Schools ◽  
Classical Music ◽  
Control Group ◽  
History Teachers ◽  
Contemporary Classical Music ◽  
Interdisciplinary Interaction ◽  
Western Classical Music ◽  
Experimental Group

The purpose of the current study was to investigate whether an experimental programme, based on interdisciplinary interactions between music education and history and the implementation of arts and cultural education objectives, could influence pupils’ interest in Western classical music of the 20th century. The programme was designed on the basis of collaborating with music education and history teachers at two Slovenian primary schools and a Slovenian composer. Classes of pupils, aged fourteen and fifteen, were divided into an experimental and a control group. According to the outcome, the pupils in the experimental group showed a higher level of interest in contemporary classical music after the experiment than their peers in the control group. Furthermore, the pupils in the experimental group reported having listened on their initiative, to more classical compositions after the experiment than the pupils in the control group had.

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