As noted by Schellenberg (2005) and other researchers (Shlaug et al 2005), a variety of explanations might account for it. For example, music lessons might enhance intelligence because they train kids to
• focus attention for long periods of time
• decode a complex symbolic system (musical notation)
• translate the code into precise motor patterns
• recognize patterns of sound across time
• learn rules of pattern formation
• memorize long passages of music
• understand ratios and fractions (e.g., a quarter note is half as long as a half note)
• improvise within a set of musical rules
All of these explanations have in common the idea that music lessons cause higher IQs.
But there is also the “killjoy” hypothesis--the idea that music lessons are the effect, not the cause, of higher IQs.
• focus attention for long periods of time
• decode a complex symbolic system (musical notation)
• translate the code into precise motor patterns
• recognize patterns of sound across time
• learn rules of pattern formation
• memorize long passages of music
• understand ratios and fractions (e.g., a quarter note is half as long as a half note)
• improvise within a set of musical rules
All of these explanations have in common the idea that music lessons cause higher IQs.
But there is also the “killjoy” hypothesis--the idea that music lessons are the effect, not the cause, of higher IQs.
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Why would music lessons enhance intelligence?
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