Numerical cognition underlies daily-life activities and mathematical performance across our lifespan, and it has an impact on personal and professional development ( Ancker and Kaufman, 2007). In conclusion, the findings of this study showed that MT appears to be a useful tool for compensatory remediation of DD. Moreover, no significant differences over time were found for abstract visual reasoning for both groups.
A key finding was that number production, number comprehension, and calculation effects were time-resistant for the DD group since changes remained on follow-up. Significant interactions were found between time and group for numerical cognition performance, in which the DD group showed higher scores in number comprehension, number production at mid-test, and calculation at post-test compared to baseline. Numerical cognition measurement was carried out at four different time points: Baseline (pre-MT assessment), mid-test (after 7 weeks of MT), post-test (after 14 weeks of MT), and follow-up (10 weeks after the end of MT). We assessed two groups of children from primary schools, namely one with developmental dyscalculia and another comprising typically developing children, who concomitantly underwent MT. For this reason, this longitudinal study explored the impact of MT on numerical cognition and abstract visual reasoning using a double-blind and quasi-experimental design. Nevertheless, the efficacy of MT over mathematics remains understudied, especially concerning longstanding effects. Furthermore, MT stimulates cognitive functions in a ludic way instead of tapping straight into the traditional context of school learning, including mathematics. Musical training (MT) is perceived as a multi-sensory program that simultaneously integrates visual, aural, oral, and kinesthetic senses. 2School of Psychology, University College Dublin, Dublin, Ireland.1Faculty of Education and Psychology (CEDH/HNL), Universidade Católica Portuguesa, Porto, Portugal.
Fabiana Silva Ribeiro 1* and Flávia Heloísa Santos 2*
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