Benefits of a classroom based instrumental music program on verbal memory of primary school children - a longitudinal study

Oct 15, 2026

Upload by Aldword

School-based music training has been linked to improvements in verbal memory, yet the specific effect of classroom instrumental programs on memory processes remains unclear. This longitudinal study examined how increasing the frequency and intensity of an instrumental training program influenced verbal and visual memory over two years. Data from 142 primary children were analyzed using standardized verbal and visual memory tasks, including the Children’s Memory Scale and Benton Visual Designs. Results showed stronger verbal learning and immediate recall after about one year, without visual-memory benefits.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages12

Reading Time30 min

AccessFree to download

Abstract

Introduction

Benefits of a classroom based instrumental music program on verbal memory of primary school children: a longitudinal study Nikki S. Rickarda*, Jorge T. Vasqueza, Fintan Murphyb, Anneliese Gilla and Samia R. Toukhsatia a School of Psychology & Psychiatry, Monash University, Melbourne, Australia. b School of Music, Monash University, Melbourne, Australia. Abstract Previous research has demonstrated a benefit of music training on a number of cognitive functions including verbal memory performance. The impact of school-based music programs on memory processes is however relatively unknown. The current study explored the effect of increasing frequency and intensity of classroom-based instrumental training program on verbal and visual memory across a two year period. Data from 142 participants were analysed: 82 (41 female (F), 41 male (M); mean age 8.62 years) allocated to the intensive strings music training program and 68 (37F, 31M; mean age 8.79 years) allocated to the control group (usual music classes). The Children’s Memory Scale was used to test digit span, verbal learning and immediate and delayed verbal memory. Immediate visual recall was tested using the Benton Visual Designs test. Mixed model ANOVAs revealed that students receiving the intensive music training program exhibited significantly better learning and immediate recall for verbal information, after approximately one year, but not two years, after implementation of the program than did controls. No such benefit was observed following one year of a similarly novel juggling program in a sub-set of the sample. As anticipated, the intensive music training had no effect on visual memory, although an improvement in visual perceptual ability and digit span recall was observed in the first year also. The current findings have implications for educational programs (such as literacy training) which may benefit from transient improvements in verbal memory. Keywords: group-based; string pedagogy; music education; verbal memory; cognitive functioning. Australian Journal of Music Education 2010:1, 36-47 Introduction Musicians have been found to demonstrate enhanced cognitive and psychosocial functioning when compared with non-musicians, demonstrating superior verbal memory ability (Chan, Ho, & Cheung, 1998; Costa-Giomi, 2004; Ho, Cheung, & Chan, 2003; Kilgour et al., 2000; Jakobson, Kilgour & Cuddy, 2003), pitch processing skills (Pantev et al., 1998), temporal processing skills (Jacobson et al., 2003), and self-esteem (Hietolahti-Ansten & Kalliopuska, 1990) . Some of the most convincing evidence for the non-musical benefits of music training has been obtained in studies of verbal memory. The construct of verbal memory consists of acquisition (or learning), immediate recall and delayed recall of verbal or auditory information. Adults with extensive formal music training (up to15 years) and musicians (with at least 14 years of training) have shown significantly better verbal recall than non-musicians across a variety of measures of verbal ability including word lists, unfamiliar song lyrics (spoken and 36 2010, No. 1 sung), and vocabulary subtests from aptitude, memory or IQ tests (Brandler & Rammsayer, 2003; Chan, Ho, & Cheung, 1998; Jakobson, Kilgour & Cuddy, 2003; Kilgour, Jakobson, & Cuddy, 2000) . Similar effects have been observed in children. Ho, Chan and Cheung (2003) compared children (aged between 6-15 years) who were currently learning an instrument (for a period of 1-5 years) with classmates who had no musical training. The children receiving the music training recalled approximately 20% more words from a 16 wordlist presented three times than their classmates without music training. They also showed better verbal retention ability across two delayed recognition trials. No benefit was observed in visual memory performance, which was argued to be due to its right temporal lobe localization. In a follow up longitudinal study one year later

FAQs

What was the main purpose of the longitudinal study?

To examine whether increasing the frequency and intensity of a classroom-based instrumental training program affects verbal and visual memory over a two-year period in primary school children.

How were participants grouped in the study?

142 children were analyzed: 82 received an intensive strings music training program, while 68 were assigned to a control group with usual music classes.

What were the key findings about verbal memory and visual memory?

Intensive training led to significantly better learning and immediate recall for verbal information after about one year, but not after two years, and no visual-memory benefit was observed.

Oct 15, 2026

Upload by Aldword