Effects of formal string instrument training in a class setting enhances on cognitive and sensorimotor development of primary school children

Over the last two years of primary school (10-12-year-old children), sixty-nine children received biweekly musical instruction by professional musicians within the regular school curriculum. The intervention group learned to play string instruments, whereas the control group, peers in parallel classes, was sensitized to music via listening, theory, and some practice. Broad benefits manifested in the intervention group as compared to the control group for working memory, attention, processing speed, cognitive flexibility, matrix reasoning, sensorimotor hand function and bimanual coordination

在小学最后两年（针对10至12岁儿童）的培养阶段，69名儿童参与了由专业音乐家依托常规学校课程实施的双周音乐教学项目。干预组（intervention group）学习演奏弦乐器，而作为平行班级同龄人的对照组（control group）则通过音乐聆听、乐理学习及少量实践来接触音乐。相较于对照组，干预组在工作记忆、注意力、加工速度、认知灵活性、矩阵推理、感觉运动手部功能以及双手协调能力等多个维度均展现出显著的积极改善。