Hostname: page-component-669899f699-qzcqf Total loading time: 0 Render date: 2025-04-25T23:24:41.859Z Has data issue: false hasContentIssue false
  • English
  • Français

Music training, engagement with sequence, and the development of the natural number concept in young learners

Published online by Cambridge University Press:  11 December 2008

Martin F. Gardiner
Martin F. Gardiner
Affiliation:
Center for the Study of Human Development, Brown University, Providence, RI 02912. [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

Studies by Gardiner and colleagues connecting musical pitch and arithmetic learning support Rips et al.'s proposal that natural number concepts are constructed on a base of innate abilities. Our evidence suggests that innate ability concerning sequence (“Basic Sequencing Capability” or BSC) is fundamental. Mathematical engagement relating number to BSC does not develop automatically, but, rather, should be encouraged through teaching.

Type
Open Peer Commentary
Information
Behavioral and Brain Sciences , Volume 31 , Issue 6 , December 2008 , pp. 652 - 653
Copyright
Copyright © Cambridge University Press 2008

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Article purchase

Temporarily unavailable

References

Cappelleti, M., Barth, H., Fregni, F., Spelke, E. S. & Pascual Leone, A. (2007) rTMS over the intraparietal sulcus disrupts numerosity processing. Experimental Brain Research 179:631–42.CrossRefGoogle Scholar
Chosky, L. (1981) The Kodaly concept: Creating an environment for musical learning. Prentice-Hall.Google Scholar
Dedekind, R. (1888/1963) The nature and meaning of numbers. Dover. (Original work published 1888).Google Scholar
Gardiner, M. F. (1998) How study of arts and music may enhance pupils' skills in reading and math. Presented at the Annual Meeting of American Association for the Advancement of SciencePhiladelphia, Pennsylvania.Google Scholar
Gardiner, M. F. (2000) Music, learning and behavior: A case for mental stretching. Journal for Learning Through Music 1:72–93. [Journal of the New England Conservatory of Music.]Google Scholar
Gardiner, M. F. (2003) Music. In: Encyclopedia of human ecology, vol. 2, ed. Lerner, R. M., Schaimberg, L.B., Anderson, P. M. & Miller, J., pp. 509–14. ABC-CLIO.Google Scholar
Gardiner, M. F. (2007) Handbook of arts for critical thinking (ACT): I. Arts for Critical Thinking, Inc.Google Scholar
Gardiner, M. F. (2008a) Skill learning, brain engagement, context and the arts. In: Simultaneity: Temporal structures and observer perspectives, ed. Vrobel, S., Rössler, O. E. & Marks-Tarlow, T., pp. 195–214. Springer.Google Scholar
Gardiner, M. F. (2008b) Academic progress in students receiving musical skill training. Paper presented at the 2008 National Conference of the School Board AssociationOrlando, Florida.Google Scholar
Gardiner, M. F. (2008c) Handbook of arts for critical thinking (ACT): II. Arts for Critical Thinking, Inc.Google Scholar
Gardiner, M. F., Fox, A., Knowles, F. & Jeffrey, D. (1996) Learning improved by arts training. Nature 381:284.CrossRefGoogle ScholarPubMed
Gelman, R. & Butterworth, B. (2005) Number and language: How are they related? Trends in Cognitive Sciences 9:6–10.Google Scholar
Gelman, R. & Gallistel, C. R. (1978) The child's understanding of number. Harvard University Press/MIT Press. (Second printing, 1985. Paperback issue with new preface, 1986).Google Scholar