Classroom Keyboard Instruction Improves Kindergarten Children's Spatial-Temporal Performance: A Field Experiment.

Rauscher, Frances H.; Zupan, Mary Anne

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Peer reviewed

ERIC Number: EJ633368

Record Type: Journal

Publication Date: 2000

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0885-2006

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Classroom Keyboard Instruction Improves Kindergarten Children's Spatial-Temporal Performance: A Field Experiment.

Rauscher, Frances H.; Zupan, Mary Anne

Early Childhood Research Quarterly, v15 n2 p215-28 2000

Determined the effects of classroom music instruction featuring the keyboard on the spatial-temporal reasoning of 62 kindergartners assigned to keyboard or no music conditions. Found that the keyboard group scored significantly higher than the no music group on both spatial-temporal tasks after 4 months of lessons, a difference that was greater in magnitude after 8 months. (Author/HTH)

Descriptors: Cognitive Processes, Kindergarten, Kindergarten Children, Music Education, Performance Factors, Pretests Posttests, Spatial Ability, Student Improvement, Thinking Skills, Time Perspective

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A