The Impact of Making Music on Aural Perception and Language Skills: A Research Synthesis

Autor/in	Hallam, Susan
Titel	The Impact of Making Music on Aural Perception and Language Skills: A Research Synthesis
Quelle	In: London Review of Education, 15 (2017) 3, S.397-406 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-8479
Schlagwörter	Auditory Perception; Language Skills; Music Activities; Literature Reviews; Correlation; Research Methodology; Cognitive Processes; Genetics; Time; Theories; Musicians; Intervention; Disadvantaged Youth; Program Effectiveness; Language Acquisition + Suchen Sie Ihr Suchwort? Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Language skill; Sprachkompetenz; Musikalische Aktion; Korrelation; Research method; Forschungsmethode; Cognitive process; Kognitiver Prozess; Humangenetik; Zeit; Theory; Theorie; Musiker; Benachteiligter Jugendlicher; Sprachaneignung; Spracherwerb
Abstract	This paper provides a synthesis of research on the relationship between music and language, drawing on evidence from neuroscience, psychology, sociology and education. It sets out why it has become necessary to justify the role of music in the school curriculum and summarizes the different methodologies adopted by researchers in the field. It considers research exploring the way that music and language are processed, including differences and commonalities; addresses the relative importance of genetics versus length of time committed to, and spent, making music; discusses theories of modularity and sensitive periods; sets out the OPERA hypothesis; critically evaluates research comparing musicians with non-musicians; and presents detailed accounts of intervention studies with children and those from deprived backgrounds, taking account of the importance of the nature of the musical training. It concludes that making music has a major impact on the development of language skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01