An E-book by academics in the USA contains 10 opinion, perspective, and research papers that focus on the overlap of neural systems for processing language and music.
A recent paper by Professor Susan Hallam from the UCL Institute of Education, concludes that making music has a major impact on the development of language skills among children and young people.
The first large-scale, longitudinal study in the Netherlands, finds that structured music lessons significantly enhance children’s cognitive abilities and academic achievement.
A study by Wesleyan University in Connecticut, USA says the brains of jazz musicians are uniquely attuned to surprising sounds.
The only way to correctly assess the effects of music training on child development is to study children before they start any music training and to follow them systematically thereafter.
A new meta-study by the University of Padua in northern Italy has found that musicians have better memories than non-musicians.
New research by the University of Texas-Austin finds an advantage in starting music lessons in late childhood.
Dr Anita Collins explores the latest science behind lullabies in this interview on Radio Melbourne in June 2017.
Using musical cues to learn a physical task develops an important part of the brain, according to a new study by the University of Edinburgh.
A study conducted in Germany looked at how different interventions might affect the aggressive behaviour of children, and found that those who received musical training
According to a recent research report, Sistema Scotland’s social change programme in Aberdeen – Big Noise Torry – has enhanced participants’ ability to learn in school, improved academic and behavioural skills, boosted school attendance rates, and improved their emotional wellbeing.
The National Association for Music Education in Virginia, USA, has a very useful advocacy resource which gathers together research on music education.