Musical training and working memory: relationship with performance, gender and instrument family of training
DOI:
https://doi.org/10.17979/reipe.2024.11.1.10345Keywords:
working memory, musical training, academic performance, gender, instrument familyAbstract
The aim of this research is to analyse the relationship between working memory and musical training, as well as its impact on academic performance, and the influence of gender and instrument family. The sample for the study comprised 300 students aged 10-18 years from a professional public conservatory in Spain. The measurement instruments used were the Wechsler scales WISC-IV and WAIS-IV, and a task (PMTM) designed specifically to assess the performance of musical working memory. Positive and statistically significant correlations were found between musical training (measured as low, medium and high, based on years of study) and academic performance (musical and general), and between the phonological loop of working memory and both types of academic performance. Positive correlations were also observed between musical training and phonological loop, and with musical working memory. Gender was not found to affect performance. By contrast, descriptive patterns varied systematically by instrument family, with students of bowed string instruments obtaining higher scores in musical working memory, followed by polyphonic instruments and finally wind instruments. These findings can be used to create programmes to enhance working memory, to help conservatory students to maximise their potential and the effectiveness of their learning.
Downloads
References
ALONSO, Rebeca Kerstin (2017). Memoria de trabajo: relación con el entrenamiento musical y el rendimiento académico. [Tesis Doctoral, Universidad Pontificia de Salamanca]. SUMMA, Repositorio institucional. https://summa.upsa.es/details.vm?q=id:0000048481
ALVIS-ARRIETA, Jorge; ARELLANO-CARTAGENA, William; & MUÑIZ-OLITE, Jorge (2023). Estilos de aprendizaje, género y rendimiento académico en estudiantes del curso Fundamentos de Economía. Educare Electronic Journal, 27(1), 1-17. https://doi.org/10.15359/ree.27-1.13905
AMERICAN PSYCHOLOGICAL ASSOCIATION - APA (2017). Ethical Principles of Psychologists and Code of Conduct. https://www.apa.org/ethics/code
BADDELEY, Alan (1996). Exploring the central executive. The Quarterly Journal of Experimental Psychology Section A, 49(1), 5-28. https://doi.org/10.1080/713755608
BADDELEY, Alan (2007). Working Memory, Thought, and Action. Oxford University Press. https://doi.org/10.1093/acprof:oso/9780198528012.001.0001 [Traducción al español: Memoria de trabajo, pensamiento y acción. Machado Grupo de Distribución, 2016.]
BADDELEY, Alan; & HITCH, Graham (1974). Working Memory. In Gordon Bower (Ed.), The Psychology of Learning and Motivation (Vol. 8, pp. 47-89). Academic Press. https://doi.org/10.1016/S0079-7421(08)60452-1
BENITEZ, María; DIAZ-ABRAHAN, Veronika; SARLI, Leticia; BOSSIO, Maximiliano; & JUSTEL, Nadia (2018). Las clases de música mejoran la memoria en niños preescolares. Cuadernos de Neuropsicología, 12(2), 727-741. https://dialnet.unirioja.es/servlet/articulo?codigo=6653304
CALVO DE CELIS, Gema (2023). Utilización transversal de la asignatura de música para el aprendizaje de las matemáticas. EDUCA International Journal, 1(3), 60-84. https://doi.org/10.55040/educa.v3i1.55
COP - Consejo General de la Psicología España (2012-2022). Calidad de los test: Test evaluados 2012/2022. https://www.cop.es/test
COP - Consejo General de la Psicología España (2015). Código Deontológico del Psicólogo. https://www.cop.es/index.php?page=CodigoDeontologico
COSANO, Andrés; ZYCH, Izabela; & ORTEGA-RUIZ, Rosario (2017). Attention, communication and development of interpretation skills in chamber music pianists´education. Psychology, Society and Education, 9(2), 283-298. https://ojs.ual.es/ojs/index.php/psye/article/view/715
ECHAVARRI, Maximiliano; GODOY, Juan Carlos; & OLAZ, Fabián (2007). Diferencias de género en habilidades cognitivas y rendimiento académico en estudiantes universitarios. Universitas Psychologica, 6(2), 319-329. http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S1657-92672007000200011
ESCOBAR, José Pablo; ROSAS, Ricardo; CERIC, Francisco; APARICIO, Andrés; ARANGO, Paulina; ARROYO, Rodrigo; ESPINOZA, Victoria; GAROLERA, Marion; PIZARRO, Marcelo; PORFLITT, Felipe; RAMÍREZ, María-Paz; & URZÚA, Diego (2018). El rol de las funciones ejecutivas en la relación entre el nivel socioeconómico y el desarrollo de habilidades lectoras y matemáticas. Cultura y Educación, 30(2), 368-392. https://doi.org/10.1080/11356405.2018.1462903
FIVEASH, Anna; & PAMMER, Kristen (2014). Music and language: Do they draw on similar syntactic working memory resources? Psychology of Music, 42(2), 190-209. https://doi.org/10.1177/0305735612463949
GEORGE, Darren; & MALLERY, Paul (2020). IBM SPSS Statistics 26 step by step: a simple guide and reference (16th ed.). Routledge.
GONZÁLEZ-NIEVES, Silvia; FERNÁNDEZ-MORALES, Flavio Humberto; & DUARTE, Julio Enrique (2016). Memoria de trabajo y aprendizaje: implicaciones para la educación. Saber, Ciencia y Libertad, 11(2), 147-162. https://doi.org/10.22525/sabcliber.2016v11n2.161176
HERNÁNDEZ, Mónica; MOLINA, Mauricio; SMITH-CASTRO, Vanessa; & RODRÍGUEZ, Odir (2021). Efecto del entrenamiento musical en las funciones ejecutivas: un meta-análisis. Revista Internacional de Educación Musical, 9(1), 3-11. https://doi.org/10.1177/23074841211046709
JOHNSON, Addie; & PROCTOR, Robert (2015). Atención. Teoría y Práctica. Editorial Universitaria Ramón Areces.
LÓPEZ, Eduardo; & GONZÁLEZ, Ángel Luis (2018). Metodología didáctica y rendimiento académico en el contexto educativo de la Comunidad de Madrid. Revista de Psicología y Educación, 13(1), 46-59. https://doi.org/10.23923/rpye2018.01.157
LÓPEZ DE LOS MOZOS-HUERTAS, Jesús (2018). Condición física y rendimiento académico. Journal of Sport and Health Research, 10(3), 349-360. Disponible en: https://recyt.fecyt.es/index.php/JSHR/issue/view/4205
MANZANERO, Antonio; & ÁLVAREZ, Miguel Ángel (2015). La memoria humana. Aportaciones desde la neurociencia cognitiva. Ediciones Pirámide.
MARTÍN-REQUEJO, Katya; & SANTIAGO-RAMAJO, Sandra (2021). Últimos avances científicos de los efectos neuropsicológicos de la educación musical. ARTSEDUCA, (31), 275 - 286. https://doi.org/10.6035/artseduca.5976
MARTÍNEZ-VICENTE, Marta; SUÁREZ-RIVEIRO, José Manuel; & VALIENTE-BARROSO, Carlos (2020). Implicación estudiantil y parental en los deberes escolares: diferencias según el curso, género y rendimiento académico. Revista de Psicología y Educación, 15(2), 151-165. https://doi.org/10.23923/rpye2020.02.193
MORENO, Sylvain; BIALYSTOK, Ellen; BARAC, Raluca; SCHELLENBERG, Glenn; CEPEDA, Nicholas; & CHAU, Tom (2011). Short-term music trainig enhances verbal intelligence and executive function. Psychology of Music, 22(11), 1425-1433. https://doi.org/10.1177/0956797611416999
NORMAND, Sébastien; & TANNOCK, Rosemary (2014). Screening for working memory deficits in the classroom: the psychometric properties of the working memory rating scale in a longitudinal school-based study. Journal of Attention Disorders, 18(4), 294-304. https://doi.org/10.1177/1087054712445062
ORIOLA, Salvador; GUSTEMS, Josep; & NAVARRO, Mercé (2021). La educación musical: fundamentos y aportaciones a la neuroeducación. Journal of Neuroeducation, 2(1), 22-29. https://doi.org/10.1344/joned.v2i1.31576
PADILLA-MORA, Michael; CERDAS, Ana Isabel; RODRÍGUEZ, Odir; & FORNAGUERA, Jaime (2009). Teoría de la mente en niños preescolares: diferencias entre géneros y capacidad de memoria de trabajo. Revista Electrónica Actualidades Investigativas en Educación, 9(2), 1-21. https://doi.org/10.15517/aie.v9i2.9546
PIERNAGORDA, Rebeca; CAPDEVILA, Reina; & PRAT, Montserrat (2021). Impacto de la enseñanza musical en las competencias lingüísticas y matemáticas. Estudio comparativo en una escuela de Educación Primaria. Dedica. Revista de Educação e Humanidades, 19, 431-451. https://doi.org/10.30827/dreh.vi19.21937
PORTELLANO, José Antonio (2010). Introducción a la neuropsicología. McGraw-Hill.
PORTOWITZ, Adena; LICHTENSTEIN, Osnat; EGOROVA, Ludmula; & BRAND, Eva (2009). Underlying mechanisms linking music education and cognitive modifiability. Research Studies in Music Education, 31(2), 107-128. https://doi.org/10.1177/1321103X09344378
POSEDEL, James; EMERY, Lisa; SOUZA, Benjamin; & FOUNTAIN, Catherine (2011). Pitch perception, working memory, and second-language phonological production. Psychology of Music, 40(4), 508-517. https://doi.org/10.1177/0305735611415145
RIVIERI, Eugenia Marta (2023). Lenguaje y envejecimiento: discusión acerca del deteriori/preservación de la sintaxis en los adultos mayores. Folios, (57), 51-67. https://doi.org/10.17227/folios.57-14050
RODEN, Ingo; GRUBE, Dietmar; BONGARD, Stephan; & KREUTZ, Gunter (2014). Does music training enhance working memory performance? Findings from a quasi-experimental longitudinal study. Psychology of Music, 42(2), 284-298. https://doi.org/10.1177/0305735612471239
ROSA-NAPAL, Francisco César & ROMERO-TABEAYO, Isabel (2015). La expresión musical desde el desarrollo auditivo y vocal en Educación Primaria. Revista de Estudios e Investigación en Psicología y Educación, (Extra. 4), 30–33. https://doi.org/10.17979/reipe.2015.0.04.366
SCHELLENBERG, Glenn; NAKATA, Takayuki; HUNTER, Patrick; & TAMOTO, Sachiko (2007). Exposure to music and cognitive performance: tests of children and adults. Psychology of Music, 35(1), 5-19. https://doi.org/10.1177/0305735607068885
SUÁREZ, Lidia; ELANGOVAN, Shalini; & AU, Agnes (2016). Cross-sectional study on the relationship between music training and working memory in adults. Australian Journal of Psychology, 68(1), 38-46. https://doi.org/10.1111/ajpy.12087
TÉLLEZ, Arnoldo; TÉLLEZ, Humberto; MENDOZA, María Eugenia; BUTCHER, Enrique; PACHECO, Carmen; & TIRADO, Hugo (2006). Atención, aprendizaje y memoria. Aspectos psicobiológicos. Trillas.
VERNUCCI, Santiago; CANET-JURIC, Lorena; ANDRÉS, María Laura; & BURIN, Débora Inés (2017). Reading comprehension and mathematical computation: the role of working memory in school-age children. Psykhe, 26(2), 1-13. https://doi.org/10.7764/psykhe.26.2.1047
VIEIRO, Pilar; & REHAKOVA NOVOSADOVA, Leona (2022). Procesos ejecutivos, acceso al léxico y agenda visoespacial en escolares disléxicos, TDAH y comórbidos. Revista de Estudios e Investigación en Psicología y Educación, 9(0), 245–260. https://doi.org/10.17979/reipe.2022.9.0.8896
VOYER, Daniel; VOYER, Susan; & SAINT-AUBIN, Jean (2017). Sex differences in visual-spatial working memory: a meta-analysis. Psychonomic Bulletin and Review, 24(2), 307-334. https://doi.org/10.3758/s13423-016-1085-7
WECHSLER, David (2003). Wechsler intelligence scale for children-Fourth edition. The Psychological Corporation. [Adaptación española: S. Corral et al., Escala de Inteligencia Wechsler para Niños (WISC- IV). Departamento I+D, TEA Ediciones, 2005.]
WECHSLER, David (2008). Wechsler Adult Intelligence-Scale-Fourth edition. The Psychological Corporation [Adaptación española: E. De la Guía, et al., Escala de Inteligencia de Wechsler para Adultos-IV, Departamento de I+D Pearson Clinical & Talent Assessment, 2012].
ZILLES, David; LEWANDOWSKI, Mirjana; VIEKER, Henning; HENSELER, Ilona; DIEKHOF, Esther; MELCHER, Tobias; KEIL, Maria; & GRUBER, Oliver (2016). Gender differences in verbal and visuospatial working memory performance and networks. Neuropsychobiology, 73, 52-63. https://doi.org/10.1159/000443174
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Rebeca Kerstin Alonso, Luz M. Fernández-Mateos, José David Urchaga-Litago, Antonio Sánchez-Cabaco
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
The papers published in this journal are licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors are the holders of the exploitation rights (copyright) of their work, but grant the right of first publication to the Revista de Estudios e Investigación en Psicología y Educación, which may publish in any language and format as well as publish and distribute their whole or partial content by any technologically available means and via data base.
Authors are allowed and encouraged to disseminate the articles accepted for publication on personal or institutional websites, before and after their publication, provided it is clearly stated that the work is in this journal and all bibliographic data are provided along with access to the document, preferably through the DOI (if it is indispensable to use a pdf, the final version formatted by the journal should be used). In the case of articles resulting from funded studies or projects, this will be done within the deadlines and terms established by the supporting organisation(s) of the published research.
