Can Music Training Improve Listening Skills For Children With Hearing Loss?

Hearing aids and cochlear [ko-clear] implants are very useful devices for children with hearing loss. But they do not completely restore hearing. Many children with hearing loss find it difficult to listen in noisy places like the playground. This is important because many social interactions create noise or occur in noisy places. While most people think we listen through our ears, it is the brain that does most of the hard work! We thought that music training might be a good way to improve listening skills. Why? Because music is a fun activity that involves not only sounds, but also sights, movement, memory, and more! This means a lot of activity and learning, which is good for the brain. What did we find? After 12 weeks of music training, children with hearing loss were better at listening, particularly in noisy environments.

The Impact of Music Training on the Cognitive Development of Preschool and Junior School Children: A Review of Research

The review presents the results of studies of the impact of music training on the cognitive development of preschool and junior school children. It is shown that music lessons can contribute to the development of reading, writing, listening and speaking as well as mathematical skills, memory, intelligence, and executive functions. After analyzing a number of relevant studies, the authors came to the following conclusions: (1) the impact of music lessons on the development of the cognitive sphere in children is associated with concomitant factors, such as: parental involvement in music lessons and home musical environment, age when a child begins to take music lessons and their duration, socioeconomic status of the family; and 2) it is systemic music training, which includes singing, playing musical instruments and solfeggio, that can have a beneficial effect on cognitive development. The mechanisms by which music training promote the cognitive development of children were also examined. While a vast body of work confirms the beneficial effects of music training in this regard, there are a number of studies showing no such effects. Special consideration is also given to the reasons why positive research results can be erroneous. In conclusion, the authors give recommendations for designing further research on this topic as well as for organizing music lessons for children of preschool and junior school age.

The Shape Of Memory. An active, participatory and holistic instrumental learning model In music training, for the musician of the future

In this paper the topic of memory (linked to many fields of investigation, in addition to the music one) is faced by a particular interpretative perspective that places it halfway between psycho-pedagogical research and a more specific path of investigation of musical-analytical-formal type, with characteristics, I would say, holistic. Starting from this “thematic intersection” (psycho-pedagogical and formal-analytical), the present study tries to focus on an aspect that is not completely unknown about the subject of memory (at least not in the specific literature currently available, but perhaps still not specifically valued in a pedagogical way) thus determining the identification of all the potential that memory possesses, the characteristics, the formative aspects. Հոդվածում հիշողության թեման (հետազոտությունների բազմաթիվ ոլորտների, այդ թվում՝ երաժշտության հետ առնչությամբ) առերեսվում է մեկնաբանական որոշակի հեռանկարով, որն այն տեղավորում է հոգեբանական-մանկավարժական ուսումնասիրությունների և երաժշտական-վերլուծական-ձևային տեսակի ավելի մասնավոր հետազոտության մեջտեղում, ես կասեի՝ ամբողջական բնութագրով։ Սկսած իր թեմատիկ «խաչաձևումից» (հոգեբանական-մանկավաժական և ձևային-վերլուծական)՝ հոդվածը փորձում է անդրադառնալ մի հանգամանքի, որը ամբողջապես անծանոթ չէ հիշողության թեմատիկային (առնվազն ներկայում գոյություն ունեցող որոշակի գրականությանը, որը հավանաբար դեռևս դիտարկված չէ մանկավարժական տեսանկյունից), ինչպես նաև սահմանել հիշողության բովանդակության նույնականացումները, բնութագրիչները, ձևային դիտանկյունները։

Validation of the Music Empathizing inventory in China

The current study aims to cross-culturally validate the Music Empathizing (ME) inventory in China. In total, 515 Chinese participants completed the Chinese version of ME in tandem with two supporting scales, namely, the Interpersonal Reactivity Index (IRI) and the Music USE (MUSE) questionnaire. Confirmatory factor analyses, correlation analyses, t-tests, and multiple regressions were conducted. The current results illustrated an innovative structural model for ME (i.e., the Agreement–Disagreement model), revealed significant predictors of ME (i.e., optional music training, interpersonal empathy, and the affective and social reasons for approaching music), and indicated a non-significant sex difference in ME with the Chinese participants. To conclude, the current study showed the validity of ME in evaluating music empathy in a Chinese setting. More importantly, since the previous studies of ME were restricted to Western populations, the current study presented the first observation of ME in Asian cultures.

The Impact of Music Training and Working Memory on Speech Recognition in Older Age

Purpose Music training has been proposed as a possible tool for auditory training in older adults, as it may improve both auditory and cognitive skills. However, the evidence to support such benefits is mixed. The goal of this study was to determine the differential effects of lifelong musical training and working memory on speech recognition in noise, in older adults. Method A total of 31 musicians and nonmusicians aged 65–78 years took part in this cross-sectional study. Participants had a normal pure-tone average, with most having high-frequency hearing loss. Working memory (memory capacity) was assessed with the backward Digit Span test, and speech recognition in noise was assessed with three clinical tests (Quick Speech in Noise, Hearing in Noise Test, and Revised Speech Perception in Noise). Results Findings from this sample of older adults indicate that neither music training nor working memory was associated with differences on the speech recognition in noise measures used in this study. Similarly, duration of music training was not associated with speech-in-noise recognition. Conclusions Results from this study do not support the hypothesis that lifelong music training benefits speech recognition in noise. Similarly, an effect of working memory (memory capacity) was not apparent. While these findings may be related to the relatively small sample size, results across previous studies that investigated these effects have also been mixed. Prospective randomized music training studies may be able to better control for variability in outcomes associated with pre-existing and music training factors, as well as to examine the differential impact of music training and working memory for speech-in-noise recognition in older adults.

Music achievements of being an English chorister

This study aims to highlight the uniqueness of the English choristers’ education, what special musical skills it passes on to youngsters and how these may help them in later life. It investigates the perceptions of 30 ex-choristers who attended a broad selection of English choir schools between 1940 and 2010 using semi-structured interviews. The findings showed that music training of choristers forms a solid foundation to enhance the development of an all-round musicianship. In particular, it gives them significant sight-reading skills due to the huge volume of rehearsals and public performances. Although in most cases their instrumental skills are not sufficient for them to become professional soloists in their instrument, many ex-choristers found it relatively easy to achieve a music scholarship or pursue a music career if they wanted. Many of them retained a passion for music which was not necessarily limited to choral singing. The findings are considered in relation to the possible reasons for this, and the implications for education.