In 2018 researchers from the University of Montreal and McGill University in Montreal, Canada, published a report showing that music intervention alters brain activation and improves social communication skills in children with autism.
Professor Usha Goswami, Director of the Centre for Neuroscience in Education at the University of Cambridge, says that children can overcome dyslexia by learning nursery rhymes, dancing and singing.
Researchers from the University of Dundee have evaluated the impact of the Big Noise Douglas (BND) programme in the city and found that ‘BND is having positive impacts on children, families and the community’.
Researchers in Germany have found that instrumental music lessons have an impact on specific executive functions in children.
Professor Susan Hallam’s research found that regular beat-based music making sessions can improve the reading skills of 11-12 year-olds.
Researchers from the University of Geneva and Université de Lausanne in Switzerland have found that formal, intensive, musical instrument training in a group setting in primary schools can enhance their cognitive development.
A School of Music professor set out to disprove the idea of a link between a students’ musical and mathematical achievement. But the results of his study proved otherwise.
Neuroscientists in Chile have found new evidence that learning to play a musical instrument may be good for the brain.
The impact of an ArtsTrain music making programme has been highlighted in a new evaluation report.
Researchers in Germany have found that a rhythm-based music programme helped pre-school children control one of their executive functions: their impulsive responses.
Small, rural primary school at Yahl in South Australia transformed by music.
The aim of this study was to evaluate the impact of a classic music training programme (Démos) on the cognitive development of children from low socio-economic backgrounds.