Research investigating links between academic achievement and active music instruction has not previously differentiated between different types of instruction. In the current study, 155 seventh- and eighth-grade middle school band students were divided into two groups. Both groups received 2 months of instruction in jazz phrasing, scales, and vocabulary, but only the experimental group was taught to improvise. All instruction was part of the warm-up routine in regular band classes. All students were tested before and after instruction on the Wisconsin Card Sorting Task (cognitive flexibility) and the classic Stroop task (inhibitory control). At posttest, eighth-grade students in the experimental group scored significantly better on cognitive flexibility with a smaller percentage of perseverative errors, whereas the treatment had no effect on seventh-grade students on this outcome. Seventh graders, but not eighth graders, in the experimental group increased their posttest scores for inhibitory control, though this result was only marginally significant. In relation to previous research, the current results strongly suggest that far-transfer effects of active music participation depend on the nature of the instruction. Results of prior and future studies should therefore be interpreted in light of the type of music-making engaged by participants.

中文翻译：

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爵士即兴教学对中乐队学生执行功能测量的影响

调查学业成就和积极音乐教学之间联系的研究以前没有区分不同类型的教学。在目前的研究中，155 名七年级和八年级的中学乐队学生被分为两组。两组都接受了 2 个月的爵士乐句法、音阶和词汇指导，但只有实验组被教授即兴创作。所有教学都是常规乐队课程中热身程序的一部分。所有学生在威斯康星卡片分类任务（认知灵活性）和经典 Stroop 任务（抑制控制）之前和之后都接受了测试。在后测中，实验组的八年级学生在认知灵活性方面的得分明显更高，坚持错误的比例较小，而治疗对七年级学生的这一结果没有影响。实验组的七年级学生，而不是八年级学生，增加了他们的抑制控制后测分数，尽管这个结果只是微不足道。与之前的研究相比，目前的结果强烈表明，积极参与音乐的远传效应取决于教学的性质。因此，应根据参与者从事的音乐制作类型来解释先前和未来研究的结果。目前的结果强烈表明，积极参与音乐的远传效应取决于教学的性质。因此，应根据参与者从事的音乐制作类型来解释先前和未来研究的结果。目前的结果强烈表明，积极参与音乐的远传效应取决于教学的性质。因此，应根据参与者从事的音乐制作类型来解释先前和未来研究的结果。