David Wechsler's Effect On Music Learners
It is believe that high functioning are more prone to take music lessons than other, hence obtaining better test results in any given subject. Because of all the different skills associated with musically trained adults, it is evident that general intelligence is associate with music lessons rather than with only a specific subject. To reason this Schellenberg did a standardized test to approximately 150 children and adults in the Wechsler Intelligence Scale III edition for children and adults separately. David Wechsler, an American psychologist born in 1986 in Lespedi, Romania and died in 1981 in New York, updated the Wechsler Intelligence Scale in 1991; moreover, the Wechsler Intelligence Scale serves as a standardized test to measure intelligence
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Evidently, the students with music training perform academically better in school; however, there was not any evidence that a link existed between music lesson and any particular subject at school. However, there is the case where according to the results of this test one would think that musicians are genius, for their long and experienced training in music lessons. Surprisingly, a study found that music students at a university compared to students from other discipline such as psychology, business, or law, scored lower in intelligence tests. Therefore, cognitive advantages are only present in students who take music lessons for several years, but not for students who study music as a university major. It does sound contradicting, yet the results of the test are there to support this theory; moreover, it can be concluded that the reason for music major students to have less cognitive performance relies on the high academic courses that other majors such as business, psychology, or science may …show more content…
Vocabulary, Block Design, and Similarities had the same qualities as the one in WISC-III. To illustrate, the vocabulary subtest of the study involved the the child defining words that were given to him such as animals, objects, or places. The Block Design subtest consisted of asking the child to try to construct with blocks the same image they saw on the pictures shown to him. Evidently, the Similarity subtest asked the child to described how two words were similar. Last but not least, was the Matrix subtest which required the child to fill in the missing section with one of the five options given to them. In addition, children had to take five more executive function tests, which included the Digit Span, Phonological Fluency, Sun-Moon Stroop, Tower of Hanoi, and the Wisconsin Card Sorting Test (WCST) The Digit span had two different versions, forward and backward, which consisted of recalling a list of digits in order and then recall them in reverse order. Moreover, the Phonological Fluency tested children in all the words that the could possible say. The Sun-Moon Troop also had two versions, the congruent and incongruent, which required the child to name as
Evidently, the students with music training perform academically better in school; however, there was not any evidence that a link existed between music lesson and any particular subject at school. However, there is the case where according to the results of this test one would think that musicians are genius, for their long and experienced training in music lessons. Surprisingly, a study found that music students at a university compared to students from other discipline such as psychology, business, or law, scored lower in intelligence tests. Therefore, cognitive advantages are only present in students who take music lessons for several years, but not for students who study music as a university major. It does sound contradicting, yet the results of the test are there to support this theory; moreover, it can be concluded that the reason for music major students to have less cognitive performance relies on the high academic courses that other majors such as business, psychology, or science may …show more content…
Vocabulary, Block Design, and Similarities had the same qualities as the one in WISC-III. To illustrate, the vocabulary subtest of the study involved the the child defining words that were given to him such as animals, objects, or places. The Block Design subtest consisted of asking the child to try to construct with blocks the same image they saw on the pictures shown to him. Evidently, the Similarity subtest asked the child to described how two words were similar. Last but not least, was the Matrix subtest which required the child to fill in the missing section with one of the five options given to them. In addition, children had to take five more executive function tests, which included the Digit Span, Phonological Fluency, Sun-Moon Stroop, Tower of Hanoi, and the Wisconsin Card Sorting Test (WCST) The Digit span had two different versions, forward and backward, which consisted of recalling a list of digits in order and then recall them in reverse order. Moreover, the Phonological Fluency tested children in all the words that the could possible say. The Sun-Moon Troop also had two versions, the congruent and incongruent, which required the child to name as