Effects of Three Years of Piano Instruction on Children’s Academic Achievement, School Performance and Self-Esteem

By Eugenia Costa-Giomi. 2004

241 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Music

View Paper: https://www.semanticscholar.org/paper/4dc089260b3555c9526bd93b2788f65d876a46df

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Sarah J Wilson
2. Mireille Besson
3. São Luís Castro
4. Sylvain Moreno
5. M. Prior
6. M. Guhn
7. R. Črnčec

In Education

1. Peter Gouzouasis
2. Mireille Besson
3. São Luís Castro
4. Sylvain Moreno
5. S. D. Emerson
6. M. Prior
7. M. Guhn

In Music

1. Sylvain Moreno
2. Sarah J Wilson
3. Mireille Besson
4. M. Prior
5. R. Črnčec

Citations in the corpus

• A population-level analysis of associations between school music participation and academic achievement. (2020, background): “Students randomly assigned to weekly piano lessons over the course of 3 years demonstrated gains in self-esteem (especially the academic dimension of self-esteem), whereas the control group showed no such gains (Costa-Giomi, 2004).”
• The Cognitive and Academic Benefits of Music to Children: Facts and fiction (2006, background): “The mean weighted effect size for these nine studies (n = 655) was r = .20.”
• Can Music Influence Language and Cognition? (2009, background): “…in performance) from musical experience to other cognitive domains such 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;…”
• 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).”
• Musician Children Detect Pitch Violations in Both Music and Language Better than Nonmusician Children: Behavioral and Electrophysiological Approaches (2006, unknown): “…al., 1997), visuospatial abilities (Brochard, Dufour, & Desprès, 2004; Cupchick, Philips, & Hill, 2001; Hetland, 2000), verbal memory (Ho, Cheung, & Chan, 2004; Chan, Ho, & Cheung, 1998), self-esteem (Costa-Giomi, 2004), and very recently for measures of general intelligence (Schellenberg, 2004).”