2024-08-19 カリフォルニア大学サンディエゴ校(UCSD)
カリフォルニア大学サンディエゴ校のティム・ブラウン博士が主導した研究は、幼児が音程を正確に再現する能力が学業成績と無関係であることを示しました。この研究は、音楽的認知能力が他の知能の形態とは異なる強みである可能性を示唆し、教育における「認知的相互主義」の概念をサポートします。ブラウン博士は、この知見を活用して、教育現場で子供たちの自己効力感や学業への自信を高めることを期待しています。
<関連情報>
- https://today.ucsd.edu/story/a-matter-of-pitch-perception
- https://intellectdiscover.com/content/journals/10.1386/ijmec_00062_1
低学力者の相対的認知力としての幼児期の声調一致 Vocal pitch matching in early childhood as a relative cognitive strength among low academic performers
Timothy T. Brown, Sarah C. Dowling, Margie Orem, David Gonzalez-Maldonado, Naomi T. Lin, Hilda Parra, Setu Shiroya, Steven Davis, Matthew J. Doyle, Terry L. Jernigan and John R. Iversen
International Journal of Music in Early Childhood Published: 19 Jun 2024
DOI:https://doi.org/10.1386/ijmec_00062_1
Abstract
In this study, using some novel measures, we examined vocal pitch matching in 4- and 5-year-old children in transitional kindergarten classrooms and, at two time points, tested relationships between children’s singing pitch accuracy and their classroom grades as well as performance on standardized measures of developing cognitive and academic skills. Consistent with previous studies, children’s grades were strongly correlated with their performance on standardized measures and differed significantly by gender, maternal education, household income and household language. In contrast, vocal pitch matching and tonal pitch processing showed no consistent relationship to grades, standardized tests or sociodemographic variables, and children with lower academic performance showed statistically equivalent pitch singing on average compared to their peers with higher grades. These findings suggest pitch processing and production abilities may be a relative cognitive strength among children doing less well in school, which may be explored for developing programmes to lift their academic performance.
