The Effects of Three Years of Piano Instruction on Children's Cognitive Development

1999 ◽  
Vol 47 (3) ◽  
pp. 198-212 ◽  
Author(s):  
Eugenia Costa-Giomi
Keyword(s):  
Cognitive Development ◽  
Cognitive Abilities ◽  
Sixth Grade ◽  
Self Esteem ◽  
Control Group ◽  
Piano Instruction ◽  
Cognitive Abilities Test ◽  
Piano Lessons ◽  
The Relationship ◽  
Experimental Group

The relationship between music and cognitive abilities was studied by observing the cognitive development of children provided ( n = 63) and not provided ( n = 54) with individual piano lessons from fourth to sixth grade. There were no differences in cognitive abilities, musical abilities, motor proficiency, self-esteem, academic achievement, or interest in studying piano between the two groups of children at the beginning of the study. It was found that the treatment affected children's general and spatial cognitive development. The magnitude of such effects (omega squared) was small. Additional analyses showed that although the experimental group obtained higher spatial abilities scores in the Developing Cognitive Abilities Test after 1 and 2 years of instruction than did the control group, the groups did not differ in general or specific cognitive abilities after 3 years of instruction. The treatment did not affect the development of quantitative and verbal cognitive abilities.

scholarly journals Sibship and self-esteem in children with asthma

2016 ◽  
Vol 8 (2) ◽  
Author(s):  
Concetta Polizzi ◽  
Valentina Fontana ◽  
Antonio Carollo ◽  
Alessandra Bono ◽  
Sofia Burgio ◽  
...  
Keyword(s):  
Environmental Control ◽  
Negative Impact ◽  
Self Esteem ◽  
The Self ◽  
Control Group ◽  
Significance Level ◽  
Healthy Siblings ◽  
Children With Asthma ◽  
The Relationship ◽  
Experimental Group

This study has explored the valence of sibship that may empower the self-esteem of children with asthma at the interpersonal, environmental control competence, emotionality management, and body-image levels. It has been assumed that the relationship between siblings may have a moderating effect on the negative impact that asthma has on child’s development. Seventy children suffering from chronic asthma have been involved: 40 children with siblings (experimental group) and 30 sibling-free children (control group). The children with asthma have exhibited higher levels of self-esteem in comparison with the sibling-free children. The results of the study, at the clinical significance level, highlight how meaningful could be the involvement of healthy siblings to support the development, and to ease the compliance of children suffering from asthma. The outcomes have confirmed the supportive valence of sibship for the self-esteem of the children with asthma.

scholarly journals Metode de stimulare cognitivă a copiilor preșcolari

2021 ◽  
Vol 39 (2) ◽  
pp. 11-20
Author(s):  
Gabriel Stan ◽  
Lucia Savca
Keyword(s):  
Cognitive Development ◽  
Cognitive Abilities ◽  
Positive Impact ◽  
Cognitive Stimulation ◽  
Control Group ◽  
Therapeutic Environment ◽  
The Impact ◽  
Experimental Group ◽  
Working Method ◽  
Stimulation Of

The study was conducted in 2019 over a period of 8 months in Ilfov County. The study included 148 participants (N = 148). The control group (GC) consists of 74 children, 34 boys and 40 girls. Of the 74 children, 17 are 4 years old, 22 are 5 years old and 35 are 6 years old. The experimental group (GE) consists of 74 children, 32 boys and 42 girls. Of the 74 children, 21 are 4 years old, 21 are 5 years old and 32 are 6 years old. The study aimed to examine the impact of cognitive stimulation of preschoolers in workshops with group and individual sessions on cognitive development. The results show the positive impact of the methods used on the cognitive development of preschoolers. The cognitive stimulation program proposes an innovative therapeutic environment, motivating and compatible with the reality of each child. The activities of stimulating the cognitive abilities of the participants in the experimental group included the Feuerstein working method, which proved promising preliminary results, which determines us to expand our studies in the future. The preschoolers in the control group received only the stimulation related to the educational activities and programs.

scholarly journals The relationship of multiple intelligences and their impact on the academic achievement of the students of the elementary school in Hawat Bani Tamim: علاقة الذكاءات المتعددة وأثرها على التحصيل الدراسي لدى طالبات المرحلة الابتدائية بحوطة بني تميم

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Amal Bint Hassib Khater Ibrahim ◽  
Badria bint Abdulrahman Al Saeed
Keyword(s):  
Academic Achievement ◽  
Primary School ◽  
Multiple Intelligences ◽  
Sixth Grade ◽  
Control Group ◽  
School Students ◽  
Relationship Of ◽  
The Impact ◽  
The Relationship ◽  
Experimental Group

This study aimed to identify the relationship of multiple academic achievement intelligences among students of primary school has been using the curriculum Correlative; where it is applied by the presence of quotas to measure the impact of training reflected on the achievement of the students of primary school and the impact of professional development programs for teachers reflected on the development of psychological students skills and social and personal has been applied to research on a sample of primary school students in governorates Hawtat Bani Tamim in Riyadh, Saudi Arabia during the first semester of the year 2016/2017, and to achieve the objectives of the research were used theories of multiple intelligences for the two experimental and control group in the pre and posttests, and applied to study in the eye amounted to 10 students of the sixth grade primary number of students in the experimental, when you make achievement tests, and also after the outcome of the general capacity, resulted in findings about the existence of significant differences statistically at the level of (α = 0.01) in favor of the experimental group in the educational attainment of intelligence gained at remembering and understanding and skill to solve problems, the overall collection, also outperformed the experimental group to test general aptitude and every mental capacity levels at the level of significance (α = 0.01) has also reached The study to the existence of a positive correlation statistically significant at the level of (α = 0.01) between multiple intelligences and achievement among students of primary school.

scholarly journals A Combined Dietary and Cognitive Intervention in 3–5-Year-Old Children in Indonesia: A Randomized Controlled Trial

Nutrients ◽  
2018 ◽  
Vol 10 (10) ◽  
pp. 1394 ◽  
Author(s):  
Nora Schneider ◽  
Eveline Geiser ◽  
Laura Gosoniu ◽  
Yulianti Wibowo ◽  
Gertrude Gentile-Rapinett ◽  
...  
Keyword(s):  
Early Childhood ◽  
Cognitive Development ◽  
Cognitive Abilities ◽  
Cognitive Intervention ◽  
Cognitive Stimulation ◽  
Nutritional Supplementation ◽  
Control Group ◽  
Randomized Controlled ◽  
Psychosocial Stimulation ◽  
Experimental Group

Early childhood nutritional interventions typically combine nutritional and psychosocial stimulation. Such combined interventions result in long-lasting improvements of cognitive abilities in children who are malnourished. Here, we investigated potential cognitive abilities in normally developing children in Indonesia who were, however, at risk for suboptimal cognitive development due to little psychosocial stimulation in their home environment. In a randomized controlled intervention, children of the experimental group received nutritional supplementation combined with cognitive stimulation. Pre- and post-intervention measurements included cognitive development and functioning, behavior, and mother–child interaction. The experimental and control group received nutritional supplementation in the form of a fortified or unfortified milk powder, respectively. Additionally, the children and parents of the experimental group jointly engaged in daily learning activities at home and performed iPad-based tasks designed to foster cognitive abilities. The experimental group compared to the control group displayed a significantly higher increase in intelligence quotient as well as a significantly larger reduction in attentional problems after the intervention. These results indicate that low-level cognitive stimulation in combination with nutritional supplementation during early childhood can be an effective intervention that improves global cognitive functioning in healthy developing children. ClinicalTrials.gov Identifier: NCT02359669.

Teachers’ Expectations and Pupil Performance

1973 ◽  
Vol 10 (3) ◽  
pp. 203-211 ◽  
Author(s):  
Glen E. Mendels ◽  
James P. Flanders
Keyword(s):  
Cognitive Abilities ◽  
First Grade ◽  
Reading Level ◽  
Control Group ◽  
Expectancy Effects ◽  
School Year ◽  
Teacher Expectancy ◽  
Cognitive Abilities Test ◽  
Academic Potential ◽  
Experimental Group

In light of the failure of most attempts to replicate the original demonstration of potent teacher expectancy effects by Rosenthal and Jacobson (1968), the following study was performed. Within each of ten first grade classes for educationally deprived students, one half of the pupils were pretested with the Cognitive Abilities Test (CAT) and were then randomly assigned to an experimental or control group. Three weeks after the pretesting, teachers received reports stating that pupils in the experimental group had hidden academic potential and might show academic gains during the school year. Pupils were retested with the CAT six months later. Although the experimental group tended to make greater gain scores (as measured by IQ and raw scores) on the CAT (p <.10), no significant differences were found between the two groups on the following measures: reading grade, arithmetic grade, social skills, and reading level. The results of the study were interpreted as not supporting the Rosenthal and Jacobson findings. It was recommended that further exploration of teacher expectancies include, (a) relating expectancies to the overt interaction between students and teacher and (b) investigating teacher expectancies that result from more credible naturalistic inputs.

Self-esteem in Recovered Bipolar and Unipolar Out-patients

1993 ◽  
Vol 163 (6) ◽  
pp. 755-762 ◽  
Author(s):  
D. Pardoen ◽  
F. Bauwens ◽  
A. Tracy ◽  
F. Martin ◽  
J. Mendlewicz
Keyword(s):  
Social Adjustment ◽  
Clinical Characteristics ◽  
Self Esteem ◽  
Normal Control Group ◽  
Basic Component ◽  
Control Group ◽  
Bipolar Patients ◽  
The Relationship ◽  
Depressive Patients

The hypothesis of a low self-esteem in depressive patients was tested using the Rosenberg Self-Esteem Scale in 24 recovered unipolar and 27 recovered bipolar patients, compared with a normal control group of 26 subjects matched for age and sex. The hypothesis was confirmed only for unipolars; bipolar patients presented a self-esteem score not significantly different from normal scores. Self-esteem was not related to clinical characteristics of the affective disorder, suggesting that low self-esteem may be a basic component of a depression-prone personality. The investigation of the relationship between self-esteem and social adjustment confirmed the presence of social conformism in bipolar patients and rigidly set low self-esteem in unipolar patients. These results should stimulate the evaluation of different psychotherapeutic treatments in the long-term psychosocial management of affectively ill patients.

The Relationship Between Articulatory Deficits and Syntax in Speech Defective Children

1969 ◽  
Vol 12 (2) ◽  
pp. 319-325 ◽  
Author(s):  
Thomas H. Shriner ◽  
Mary Sayre Holloway ◽  
Raymond G. Daniloff
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Control Group ◽  
Normal Children ◽  
The Relationship ◽  
Experimental Group

The relationship between articulatory deficits and the development of syntax in children with severe articulation problems was investigated. Subjects in the experimental group were 30 normal elementary school children, enrolled in grades one through three, who had severe problems with articulation. Thirty normal children, free from any articulation errors, served as a control group. Children with defective articulation performed significantly less well in the areas of grammatical usage, and used shorter sentences. The relationship between phonological and syntactical errors is discussed, with implications for therapy.

scholarly journals The Influence of Coaches’ Communication on The Level of Players’ Pre-Competitive Anxiety and Selfesteem

2016 ◽  
Vol 56 (2) ◽  
pp. 129-142
Author(s):  
Peter Kačúr
Keyword(s):  
Educational Program ◽  
Self Esteem ◽  
Control Group ◽  
Intervention Period ◽  
Lower Intensity ◽  
Somatic Anxiety ◽  
Competitive Anxiety ◽  
Cognitive Anxiety ◽  
Experimental Group ◽  
Mastery Approach

Summary The purpose of the study was to evaluate the influence of coaches` communication discourse determined by educational program Mastery Approach to Coaching (MAC) on changes of players` level of pre-competitive anxiety and self-esteem. The research was applied on 10 coaches of collective sports and 161 players. For diagnosing, the level of cognitive, somatic anxiety and selfesteem was used standardized questionnaire CSAI-2R. Players of experimental group decreased level of intensity of cognitive (p = 0.004) and somatic anxiety as well as frequency and increased level of selfesteem intensity (p = 0.021) and frequency during intervention period. After three months’ experiment period players of experimental group experienced lower intensity (p = 0.000) and frequency of cognitive anxiety as well as lower intensity (p = 0.012) and frequency (p = 0.037) of somatic anxiety than players in control group. Players of experimental group perceived direction of self-esteem intrusions (p = 0.041) as well as intrusions of cognitive and somatic anxiety more positively than players of control group after intervention period.

scholarly journals Self-Esteem Evaluation in Children and Adolescents Suffering from ADHD

2013 ◽  
Vol 9 (1) ◽  
pp. 96-102 ◽  
Author(s):  
Luigi Mazzone ◽  
Valentina Postorino ◽  
Laura Reale ◽  
Manuela Guarnera ◽  
Valeria Mannino ◽  
...  
Keyword(s):  
Children And Adolescents ◽  
Treatment Strategies ◽  
Well Being ◽  
Self Esteem ◽  
Control Group ◽  
Healthy Controls ◽  
Adhd Symptoms ◽  
The Relationship ◽  
Drug Free

Background: Several recent studies investigated the relationship between self-esteem and ADHD, however, the results are still controversial. In the present study we analyze the characteristics of self-esteem in a sample of children and adolescents suffering from ADHD, with a particular focus on the relationship between ADHD symptoms severity and treatment strategies. Methods: A total of 85 patients with ADHD (44 drug-free and 41 drug-treated, 23 of which atomoxetine-treated and 18 Methylphenidate-treated) and 26 healthy controls were enrolled in the study in order to evaluate self-esteem using the Self-esteem Multidimensional Test (TMA). Results: ADHD subjects revealed lower scores on all self-esteem domains compared to controls. Both ADHD drug-free (47.1%) and ADHD drug-treated (44.1%) groups showed significantly higher rates of subjects in the pathological range as compared to normal control group (8.8%) (p <.001) with a higher percentage of subjects in the pathological range. Among ADHD drug-treated subjects, the methylphenidate group showed higher self-esteem scores as compared to the atomoxetine group. Conclusion: A lower self-esteem profile is more common in subjects suffering from ADHD than in healthy controls, suggesting the importance of an early detection of psychological well-being in these children in order to reduce the ADHD symptoms long-term impacts.

scholarly journals Effectiveness of using a role playing strategy in developing dialogue skills in a language subject for students in the third grade intermediate in Hafr Al-Batin: فاعلية استخدام استراتيجية لعب الأدوار في تنمية مهارات الحوار في مادة لغتي لدى طلاب الصف الثالث المتوسط بحفر الباطن

2017 ◽  
Vol 1 (4) ◽  
Author(s):  
Mohammed bin Majed bin Shariah al - Shammari
Keyword(s):  
Role Playing ◽  
Self Esteem ◽  
Third Grade ◽  
Control Group ◽  
Control Groups ◽  
Teaching Role ◽  
Third Grade Students ◽  
The Mean ◽  
And Control ◽  
Experimental Group

The aim of this study was to identify the effectiveness of teaching role playing strategy in developing dialogue skills in the immortal language of the intermediate third grade students. To achieve the objectives of the study, the researcher used the semi-experimental method by designing the two equal groups. The sample contains 51 students, 26 students for the control group and 25 students for the experimental group. The researcher used the statistical treatments using the SPSS program, The study has resulted in The results showed that the level of dialogue skills on the student scale among the average third-grade students in the experimental and control groups was medium. The mean of the two groups was on all dialogue skills (2.23). The skill of expressing the opinion is one of the most common dialogue skills, (2.25), while the skill of listening and listening is second, with an average of (2.24), followed by self-esteem in third place with an average of 2.23. Finally, ). In addition, there were statistically significant differences at the level of α 0.05 0.05 in post-performance in all dialogue skills (self-esteem, good listening and listening, respect for others, expression of opinion). In the light of its findings, the researcher made a number of recommendations.

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