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Examining the relationship between music instruction and sustained auditory attention in five to ten-year-old children : a systematic review
Dissertation (MMus)--University of Pretoria, 2019.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2020
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| _version_ | 1867613671663861760 |
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| access_status_str | Open Access |
| author2 | Panebianco-Warrens, Clorinda Rosanna |
| author_browse | Panebianco-Warrens, Clorinda Rosanna |
| author_facet | Panebianco-Warrens, Clorinda Rosanna |
| collection | Thesis |
| dc_rights_str_mv | © 2020 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Dissertation (MMus)--University of Pretoria, 2019. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/76729 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:39:51.634Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2020 |
| publishDateRange | 2020 |
| publishDateSort | 2020 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/76729 Examining the relationship between music instruction and sustained auditory attention in five to ten-year-old children : a systematic review Panebianco-Warrens, Clorinda Rosanna u13024371@tuks.co.za Mönnig, Cassandra UCTD Auditory attention auditory skills children executive functioning music instruction Music theses SDG-03 SDG-03: Good health and well-being Music theses SDG-04 SDG-04: Quality education Dissertation (MMus)--University of Pretoria, 2019. Background: It has long been suspected that music instruction has benefits for children’s neural and cognitive development, including auditory abilities. Although the effect of music on attention has been investigated it has predominantly focused on visual attention, selected auditory attention, or divided auditory attention. Consequently, the impact of music on sustained auditory attention is not well defined and therefore demands investigation and clarity. In order to contextualise the topic this study provides a comprehensive review of literature regarding auditory development and attention, in addition to the systematic review of ten eligible studies. Objectives: The study aims to critically appraise peer-reviewed articles from the past decade pertaining to the correlation between music instruction and sustained auditory attention in typically developing five- to ten-year-old children. Method: A systematic search of literature was conducted with five electronic databases, using primary and secondary search phrases. The PRISMA-P guidelines were followed to identify ten studies for inclusion in the review. These studies were assessed in terms of quality, using the HTA quality checklists, and in terms of bias, using the Cochrane Collaborations tool for risk of bias for quantitative studies and the CASP checklist for qualitative studies. Results: Music instruction has a predominantly positive correlation with sustained auditory attention in children yet is limited by associated variables, such as complex sound environments and age of commencement of music instruction. Several causes are suggested for SAA enhancements, such as alterations in neural structure and function, transfer of musical skills to other domains, and the use of specific musical characteristics. Although the evidence favours the study’s hypothesis (i.e. music instruction does lead to enhanced sustained auditory attention), limitations are present. Furthermore, the studies included in the systematic review did not always examine sustained auditory attention directly, rather focusing on highly interlinked functions (e.g. attentional control). Conclusion: Recent research evidence suggests that music instruction contributes to enhanced sustained auditory attention in young children yet is limited by a number of variables. Therefore, should educators wish to improve children’s sustained auditory attention in the classroom and during learning, they should be cognisant of these factors and make efforts to enforce them. ae2025 Music MMus Unrestricted SDG-03: Good health and well-being SDG-04: Quality education 2020-11-04T15:09:43Z 2020-11-04T15:09:43Z 2020/04/15 2019 Dissertation Mönnig, C 2019, Examining the relationship between music instruction and sustained auditory attention in five to ten-year-old children : a systematic review, MMus Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/76729> A2020 http://hdl.handle.net/2263/76729 en © 2020 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD Auditory attention auditory skills children executive functioning music instruction Music theses SDG-03 SDG-03: Good health and well-being Music theses SDG-04 SDG-04: Quality education Examining the relationship between music instruction and sustained auditory attention in five to ten-year-old children : a systematic review |
| title | Examining the relationship between music instruction and sustained auditory attention in five to ten-year-old children : a systematic review |
| title_full | Examining the relationship between music instruction and sustained auditory attention in five to ten-year-old children : a systematic review |
| title_fullStr | Examining the relationship between music instruction and sustained auditory attention in five to ten-year-old children : a systematic review |
| title_full_unstemmed | Examining the relationship between music instruction and sustained auditory attention in five to ten-year-old children : a systematic review |
| title_short | Examining the relationship between music instruction and sustained auditory attention in five to ten-year-old children : a systematic review |
| title_sort | examining the relationship between music instruction and sustained auditory attention in five to ten year old children a systematic review |
| topic | UCTD Auditory attention auditory skills children executive functioning music instruction Music theses SDG-03 SDG-03: Good health and well-being Music theses SDG-04 SDG-04: Quality education |
| url | http://hdl.handle.net/2263/76729 |