Table_1_Formal String Instrument Training in a Class Setting Enhances Cognitive and Sensorimotor Development of Primary School Children.docx

This cluster randomized controlled trial provides evidence that focused musical instrumental practice, in comparison to traditional sensitization to music, provokes multiple transfer effects in the cognitive and sensorimotor domain. Over the last 2 years of primary school (10–12 years old), 69 children received group music instruction by professional musicians twice a week as part of the regular school curriculum. The intervention group learned to play string instruments, whereas the control group (i.e., 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 Apparently, learning to play a complex instrument in a dynamic group setting impacts development much stronger than classical sensitization to music. Our results therefore highlight the added value of intensive musical instrumental training in a group setting within the school curriculum. These results encourage general implementation of such training in public primary schools, thus better preparing children for secondary school and for daily living activities.

本簇随机对照试验提供了聚焦于音乐乐器的练习，相较于传统的音乐敏感化训练，能够在认知和感觉运动领域引发多种迁移效应的证据。在过去两年的小学阶段（10-12岁），69名儿童作为常规课程的一部分，由专业音乐家每周两次进行音乐小组教学。干预组学习演奏弦乐器，而对照组（即平行班级的同伴）通过聆听、理论学习和一些实践来接受音乐敏感化训练。与对照组相比，干预组在工作记忆、注意力、处理速度、认知灵活性、矩阵推理、感觉运动手功能和双手协调方面表现出广泛的益处。显然，在动态的小组环境中学习演奏复杂的乐器，其影响远大于传统的音乐敏感化训练。因此，我们的研究结果强调了在学校课程中实施密集的音乐器乐训练在小组环境中的附加价值。这些结果鼓励在公立小学中普遍实施此类训练，从而更好地为儿童适应中学教育和日常生活活动做好准备。