Music and Mathematics: Modest Support for the Oft-Claimed Relationship.

By K. Vaughn. 2000

293 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Music, Social Psychology

View Paper: https://www.semanticscholar.org/paper/27a550772d40c126f36fd537949a9fcaaf1f0883

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Citations in the corpus

Effects of Three Years of Piano Instruction on Children’s Academic Achievement, School Performance and Self-Esteem (2004, background): “One of the educational implications of findings related to active music participation is that learning music develops certain cognitive abilities involved in the performance of math tasks (Graziano et al., 1999; Rauscher et al., 1995, 1997; Vaughn, 2000) and verbal skills (Chan et al.”
Why Arts Integration Improves Long-Term Retention of Content (2011, unknown): “…certain forms of artistic practice have been linked to improvement of cognitive capacities thought to be important for academics, for example, research suggests that musical training can improve spatiotemporal reasoning, and this may help with certain forms of mathematics learning (Vaughn, 2000).”
When the music's over. Does music skill transfer to children's and young adolescents' cognitive and academic skills? A meta-analysis (2017, unknown): “With regard to academic achievement, previous meta-analyses suggest that music training slightly enhances students' mathematical (Hetland & Winner, 2001; Vaughn, 2000) and literacy skills (Gordon, Fehd, & McCandliss, 2015).”
A population-level analysis of associations between school music participation and academic achievement. (2020, background): “…instance, some have found musical training related to improvements in verbal but not visual memory (Ho, Cheung, & Chan, 2003) while a popular belief (and area of considerable inquiry) has assumed a specific relationship between music and mathematical/quantitative skills specifically (Vaughn, 2000).”
Can Music Influence Language and Cognition? (2009, background): “…as language (Chan et al., 1998; see below for a development), mathematics (Costa-Giomi, 2004; Gardiner et al., 1996; Graziano et al., 1999; but see Vaughn, 2000), symbolic and spatio-temporal reasoning (Hetland, 2000; Rauscher et al., 1995, 1997, but see Hassler et al., 1985), visuo-spatial…”
Musical training influences linguistic abilities in 8-year-old children: more evidence for brain plasticity. (2009, background): “Moreover, results of a metaanalysis more recently published by Vaughn (2000) only show weak effects of musical training on mathematics (see also Costa-Giomi 2004).”
Improvisation facilitates divergent thinking and creativity: Realizing a benefit of primary school arts education (2015, background): “…has argued that arts-based education can have general benefits for academic attainment (Winner & Vincent-Lanrin, 2013; Vaughn & Winner, 2000), as well as benefitting specific non-arts academic subjects (Keinanen, Hetland & Winner, 2000; Schellenberg, 2001; Smithrim & Upitis, 2005; Vaughn, 2000).”
The Cognitive and Academic Benefits of Music to Children: Facts and fiction (2006, methodology): “Vaughn (2000) performed a meta-analysis of six studies that examined this hypothesis (three studies were unpublished), involving a total of 357 participants aged 3–12 years.”
Musical Training Shapes Structural Brain Development (2009, unknown): “Contrary to previous findings, however (Chan et al., 1998; Vaughn, 2000; Ho et al., 2003; Schellenberg, 2004; Rauscher et al., 1997, 2000), children who studied an instrument for 15 months did not show superior progress in visual–spatial and verbal transfer domain outcomes than children who did not…”