Window of Opportunity? Adolescence, Music, and Algebra

Autor/in	Helmrich, Barbara H.
Titel	Window of Opportunity? Adolescence, Music, and Algebra
Quelle	In: Journal of Adolescent Research, 25 (2010) 4, S.557-577 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0743-5584
DOI	10.1177/0743558410366594
Schlagwörter	Cognitive Processes; Music Education; Singing; Musicians; Adolescents; Data Analysis; Algebra; Brain Hemisphere Functions; School Districts; Mathematics Achievement; African Americans; Correlation; Scores; High School Students; Mathematics Tests; Educational Benefits; Maryland + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Musikerziehung; Gesang; Musiker; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Auswertung; School district; Schulbezirk; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Afroamerikaner; Korrelation; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Bildungsertrag
Abstract	Research has suggested that musicians process music in the same cortical regions that adolescents process algebra. An early adolescence synaptogenesis might present a window of opportunity during middle school for music to create and strengthen enduring neural connections in those regions. Six school districts across Maryland provided scores from the 2006-2007 administrations of the Maryland Algebra/Data Analysis High School Assessment. Findings from a sample of 6,026 adolescents showed that students enrolled in formal instrumental or choral music instruction during middle school outperformed those who experienced neither of those modes of musical instruction. Significant mean differences in algebra achievement occurred between the instrumental and neither-instruction groups (13.34, p less than 0.001) and between the choral and neither-instruction groups (3.82, p less than 0.001). For African Americans, means significantly differed between the choral and neither-instruction groups (9.39, p less than 0.001). The greatest mean difference between any two comparison groups occurred between the instrumental and neither-instruction groups of African Americans (18.87, p less than 0.001). (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10