Can Skillful Engagement with Music Affect Social Learning and Development? Evidence and Implications

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Published data in the journal Nature (Gardiner et al, 1996) and more recent data, some of it published (Gardiner, 2000), some as yet unpublished, will be reviewed. These data show evidence that music skill learning can affect not only musical but also social learning and development. A developing theory that can account for these interactions (Gardiner, 2000, 2002, 2007) will be reviewed. Interactions between musical skill and social learning can provide a potentially valuable new window for studying how humans learn and develop their social capabilities. This and related research also supports the possibility that musical and other arts can have had important impact on social development at many times throughout cultural history.

Keywords: Musical Engagement, Musical Skill, Social Skill, Learning, Brain Mechanisms, Cultural Hostory
Stream: Psychology, Cognitive Science and Behavioural Sciences
Presentation Type: Paper Presentation in English
Paper: A paper has not yet been submitted.

Dr. Martin Gardiner

Visiting Research Associate, Center for the Study of Human Development, Brown University
Providence, R.I., USA

Trained both in brain research and music, Dr. Gardiner is a researcher at the Center for the Study of Human Development, Brown University, Providence, RI, and is on the teaching faculty at New England Conservatory of Music, Boston, Mass. He was lead author of a study showing impact of musical and visual arts training on broader learning published in the international journal of science Nature in 1996. More recent work with colleagues continues to develop and explore implications of evidence that impacts of music experience and training on intellectual, social and emotional learning and development can be seen not only in children but also adults.

Ref: I08P0838