Learning To Make Music Enhances Spatial Reasoning.

By L. Hetland. 2000

322 citations recorded by the source corpus.

Subfields: Automotive Engineering, Cognitive Neuroscience, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/f0ef7ee82ba027794338aa01ee8d88cf50bf76ec

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Citations in the corpus

Can Music Influence Language and Cognition? (2009, background): “…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 abilities (Brochard et al., 2004; Gromko & Poorman, 1998),…”
The impact of background music on adult listeners: A meta-analysis (2011, background): “However, these studies did not analyze the effects of background music but the effects of (actively) having been listening to music (Mozart effect) that yielded rather small effects (Chabris, 1999; Hetland, 2000a) and the effects of making music (Hetland, 2000b) that produced moderate effects.”
The effect of piano lessons on the vocabulary and verbal sequencing skills of primary grade students (2009, background): “One of the objectives of our study was to add to the growing but still sparse database on the role of music lessons in the development of language skills (Hetland, 2000a).”
Exercising Your Brain: A Review of Human Brain Plasticity and Training-Induced Learning (2008, unknown): “Significantly larger improvements in spatiotemporal reasoning were noted in the keyboard-trained children than in two control groups: a computer training group and a no-training group (see also Hetland, 2000).”
Differences in Primary Mental Abilities Between Musicians and Nonmusicians (2005, result): “In addition, positive effects of musical training on specific cognitive abilities such as mathematical (Bahr & Christensen, 2000; Cheek & Smith, 1999), visual-spatial (Bilhartz, Bruhn, & Olson, 1999; Brochard, Dufour, & Després, 2004; Gromko & Poorman, 1998; Hetland, 2000a), and verbal abilities (Hu”
Inadequate Evidence for Multiple Intelligences, Mozart Effect, and Emotional Intelligence Theories (2006, background): “, 1997; Rauscher & Zupan, 2000) and a review (Hetland, 2000).”
Music Lessons Enhance IQ (2004, background): “The results were positive in some instances (Gardiner, Fox, Knowles, & Jeffrey, 1996; Hetland, 2000a; Rauscher, 2002) and transitory in others (Costa-Giomi, 1999).”
Brain Structures Differ between Musicians and Non-Musicians (2003, unknown): “, 2001), visual–spatial (Hetland, 2002), auditory–spatial (Munte et al.”
Singing One's Way to Self-Regulation: The Role of Early Music and Movement Curricula and Private Speech (2011, background): “…2003); learning (Gardiner, Fox, Knowles, & Jeffrey, 1996); motor coordination, abstract thinking, and improvisation (Kalmar, 1982); spatial skills (Hetland, 2000; Rauscher et al., 1997); reading and phonological processing (Anvari, Trainor, Woodside, & Levy, 2002; Hurwitz, Wolff, Bortnick, &…”
Effects of mental rotation training on children’s spatial and mathematics performance: A randomized controlled study (2015, background): “For example, spatial skills have been linked to performance in music [19],visual arts [15], physical education [35], geography [34], science [44], and perhaps most notably, mathematics [28].”
Does music training enhance working memory performance? Findings from a quasi-experimental longitudinal study (2014, unknown): “…processing (Butzlaff, 2000; Moreno et al., 2009; Moreno, Bialystok, Schellenberg, Cepeda, & Chau, 2011), spatial (Brochard, Dufour, & Després, 2004; Hetland, 2000) and mathematical reasoning (Cheek & Smith, 1999; CostaGiomi, 2004) as well as motor abilities (Jäncke, Schlaug, & Steinmetz, 1997)…”
Long-Term Positive Associations between Music Lessons and IQ. (2006, background): “Other correlational findings reveal that music lessons are predictive of enhanced spatial (as opposed to spatial–temporal) skills (Bilhartz, Bruhn, & Olson, 2000; Gromko & Poorman, 1998; Hetland, 2000; Hurwitz et al., 1975), selective attention (Hurwitz et al.”
Effects of Musical Tempo and Mode on Arousal, Mood, and Spatial Abilities (2002, background): “Nonetheless, despite critical discussions (Chabris, 1999; Hetland, 2000b; Schellenberg, 2001), and attempts to replicate the effect that include successes (e.g., Nantais & Schellenberg, 1999; Thompson, Schellenberg, & Husain, 2001) and failures (e.g., Steele, Dalla Bella, et al., 1999), we do not…”
The Cognitive and Academic Benefits of Music to Children: Facts and fiction (2006, methodology): “…and r = .32 respectively); (3) the enhancement of spatiotemporal skills is more likely to occur when music instruction is offered to younger children (3–5 years); and (4) instruction in standard musical notation may give rise to additional improvements in spatiotemporal function (Hetland, 2000a).”