Date of Award

2016

Document Type

Thesis

Degree Name

Bachelors

Department

Social Sciences

First Advisor

Barton, Michelle

Area of Concentration

Psychology

Abstract

Previous studies have shown that music training has positive effects on a child’s working memory. The current study aimed to determine whether or not different types of music training (auditory vs. auditory and visual) affect different components of working memory. Students ages 6-9 were trained in one of two music training conditions or a control condition for five weeks and their performance on visuospatial sketchpad and phonological loop tests was measured. It was hypothesized that students who were trained in music using auditory only teaching tools would perform better on phonological loop measures than those in the control condition. It was also hypothesized that those who were trained in music using auditory and visual teaching tools would perform better on visuospatial sketchpad measures than those in the other two conditions. Results could only generate speculation due to a small sample size. This study could be used as a pilot study for future research and could potentially influence real-world music teaching techniques.

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