The aim of our experiment was to investigate the effect of a music training program on motoric inhibition in German preschoolers. Studies have shown that in children, music lessons and inhibition are associated, and that music training might have the potential to improve inhibition. Improving executive functions is particularly useful in young children as they are highly relevant for success in school. We conducted an intervention study to investigate the potential impact of music training on motoric inhibition, establish causality, and demonstrate the usefulness of music training to enhance motoric inhibition. In particular, we compared the effects of two interventions, one involving music and the other sport, on motoric inhibition. In total, 25 preschoolers (15 girls, 10 boys) were randomly assigned to the two training programs. Preschoolers were trained three times per week for 20 minutes over a period of 14 weeks. Inhibition was assessed before and after the 14-week intervention period. We used the “statue” subtest of the NEPSY II, a developmental neuropsychological assessment for children, to measure inhibition. Analysis of variance with repeated measures revealed a significant interaction between intervention type (music vs. sport) and time (pre- vs. post-test). The music training, but not the sports training program, led to improved inhibition. Our findings suggest that a music training program can enhance inhibition in preschoolers.

我们实验的目的是调查音乐训练计划对德国学龄前儿童的运动抑制的影响。研究表明，在儿童中，音乐课程和抑制是相关的，音乐训练可能具有改善抑制的潜力。改善执行功能在幼儿中特别有用，因为它们与学业成功息息相关。我们进行了一项干预研究，以调查音乐训练对运动抑制的潜在影响，建立因果关系，并证明音乐训练对增强运动抑制的作用。特别是，我们比较了两种干预措施（一种涉及音乐而另一种涉及运动）对运动抑制的影响。总共有25名学龄前儿童（15名女孩，10名男孩）被随机分配到两个培训计划中。在14周的时间内，学龄前儿童每周接受3次训练，持续20分钟，共20分钟。在14周干预期之前和之后评估抑制作用。我们使用了NEPSY II的“状态”子测验（一种针对儿童的发育性神经心理学评估）来衡量抑制作用。重复测量的方差分析显示干预类型（音乐与运动）和时间（测试前与测试后）之间存在显着的相互作用。音乐训练而不是运动训练程序导致抑制作用的改善。我们的发现表明，音乐训练计划可以增强学龄前儿童的抑制力。对儿童进行发育神经心理评估，以评估其抑制作用。重复测量的方差分析显示干预类型（音乐与运动）和时间（测试前与测试后）之间存在显着的相互作用。音乐训练而不是运动训练程序导致抑制作用的改善。我们的发现表明，音乐训练计划可以增强学龄前儿童的抑制力。对儿童进行发育神经心理评估，以评估其抑制作用。重复测量的方差分析显示干预类型（音乐与运动）和时间（测试前与测试后）之间存在显着的相互作用。音乐训练而不是运动训练程序导致抑制作用的改善。我们的发现表明，音乐训练计划可以增强学龄前儿童的抑制力。