The utility of music training in schools has received much attention in the United States. The purported positive cognitive benefits of music training for schoolchildren is one facet which has historically been used to advocate for the existence of public school music programs. The purpose of this study was to conduct a random-effects meta-analysis to measure the overall mean effects of music training on cognitive measures in schoolchildren. Results showed small to medium overall effects (N = 5,612, k = 100, g = .28, p < .001, 95% confidence interval [CI] [.21, .34]). When compared to active control groups, music training yielded more improvement on a range of cognitive measurements (g = .21, p < .0001). While some studies did result in large effect sizes, significant moderators related to methodological quality rendered the overall findings non-significant (g = .08, p = .19, 95% CI [–.04, .20]). Additional moderator analysis showed no clear advantage in one area of cognitive function. Results did not differ by geographical locale or type of music intervention. Overall, results suggested music training may be a positive cognitive intervention for schoolchildren; however, advantages as to the utility of music training compared to other cognitive interventions were less empirically supported.

中文翻译：

---

一切尽在你的脑海：音乐训练对学童认知测量影响的元分析

学校音乐培训的实用性在美国受到了很多关注。音乐培训对学童的所谓积极认知益处是历史上用来倡导公立学校音乐课程存在的一个方面。本研究的目的是进行随机效应荟萃分析，以衡量音乐训练对学童认知测量的总体平均影响。结果显示总体影响为中小（N = 5,612，k = 100，g = .28，p < .001，95% 置信区间 [CI] [.21, .34]）。与积极的对照组相比，音乐训练在一系列认知测量方面取得了更大的进步（g = .21，p < .0001）。虽然一些研究确实产生了很大的效应量，与方法学质量相关的重要调节因素使总体结果不显着（g = .08，p = .19，95% CI [–.04, .20]）。额外的调节分析显示在认知功能的某一方面没有明显优势。结果没有因地理区域或音乐干预类型而异。总体而言，结果表明音乐训练可能是对学童的积极认知干预；然而，与其他认知干预相比，音乐训练的效用优势较少得到实证支持。结果表明，音乐训练可能是对学童的积极认知干预；然而，与其他认知干预相比，音乐训练的效用优势较少得到实证支持。结果表明，音乐训练可能是对学童的积极认知干预；然而，与其他认知干预相比，音乐训练的效用优势较少得到实证支持。