Cognitive parallels between music and mother tongue in Elementary School students. An empirical study on the influence of verbal language and specific melodic issues on the short term memory
DOI:
https://doi.org/10.7203/LEEME.35.9866Keywords:
Musical Memory, Music and Language, Elementary Education, Modes, Rhythmic Syllables, Interdisciplinarity.
Abstract
Previous findings indicate that cognitive relations between perception of musical and linguistic are around the syntactic processing, phonological awareness and prosodic aspects of the language. On the other hand, it has been shown that the use of syllables or mnemonics devices, are an effective pedagogical approach to the teaching of rhythmic reading skills. This study seeks to determine if the use of the Spanish language for hyphenation helps the memorization of rhythmic sequences; and if there are differences in the degree of memorization of information sung at major mode, minor mode or recited (spoken words), in third grade students. So were two short-term musical memory test, that relate rhythm sequences with pseudo - words, and on the other hand, major and minor with numerical digit melodies. These tests were applied to N = 115 Spanish and Chilean students. The results showed significant differences (p = 0.027) in favor of students who recalled rhythmic sequences with pseudo-words versus those who did so only instrumental rhythmic sequences. On the other hand not there were significant differences (p = 0.317) between tiers of storage depending on the form that was submitted the information, however, Spanish children have been significantly favored (p = 0.022) melodies using mode Chilean with minor students and greater (p = 0.011).These results suggest that the use of syllables optimizes performance in rhythmic memory musical short term and on the other hand, show certain differences in the musician-cultural contexts of Chilean and Spanish students.
Author Biographies
José E. Álamos Gómez, Universidad de Valencia
Manuel Pérez Gil, Universidad de Valencia
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