Formal string instrument training in a class setting enhances cognitive and sensorimotor development of primary school children
This randomized controlled trial shows for the first time that focused musical instrumental practice as compared to traditional sensitization to music provokes robust cognitive and sensorimotor transfer effects. 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 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, encouraging general implementation in public primary schools, better preparing children for secondary school and for daily living activities.\n\nHighlights- Music practice produces multiple cognitive transfer effects in school children\n- Making music causes stronger cognitive benefits than sensitization to music\n- Music practice in a class setting improves executive functions and abstract thinking\n- Playing string instruments enhances fine manual dexterity and bimanual coordination