The Cognitive Flexibility Claim in the Bilingual and Music Education Research Traditions

Bibliographic Data

ID10202080
AuthorsBruce Bain (University of Alberta, Edmonton, Alberta, Canada, corresponding author)
Year1978
Volume26
Issue2
Pages76-81
Publication date1978-07-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Research in Music Education (JOURNAL)
Journal identifiersISSN: 0022-4294 • E-ISSN: 1945-0095
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.2307/3344881
OpenAlexW2016234492
LanguageEN
Citations received1
References cited6

This report briefly surveys two research traditions, bilingual child development and music education, largely unknown to each other but arriving at similar conclusions concerning the cognitive consequences of their respective programs. A study of performance on the rod-and-frame, Uznadze illusion, Piagetian conservation, and Peabody picture-vocabulary tests by kindergarten children in a bilingual immersion program, a music program, and a control group (neither bilingual nor music) was conducted. The bilingual children performed significantly better on the tests that demanded verbal facility. The music children performed significantly better on the tests that demanded awareness of inner self. Results suggest that the two types of experiences result in a more flexible means of cognition within different cognitive domains

Bilingual education · Cognition · Cognitive development · Cognitive flexibility · Cognitive psychology · Developmental psychology · Flexibility (engineering · Illusion · Linguistics · Mathematics education · Music education · Neuroscience of multilingualism · Peabody Picture Vocabulary Test · Pedagogy · Vocabulary · Diverse Music Education Insights · Education Methods and Practices · Neuroscience and Music Perception · Psychology

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