A number of studies suggest a link between musical training and both specific and general cognitive abilities, but despite some positive results, there is disagreement about which abilities are improved. This study aims to investigate the effects of a music education program both on a domain-specific competence (meta-musical awareness), and on general domain competences, that is, cognitive abilities (logical-mathematical) and symbolic-linguistic abilities (notational). Twenty 4- to 6-year-old children participated in the research, divided into two groups (experimental and control) and the measures were administered at two different times, before and after a 6-month music program (for the experimental group) and after a sports training program (for the control group). Children performed meta-musical awareness tasks, logical-mathematical tasks, and emergent-alphabetization tasks. Non-parametric statistics show that a music program significantly improves the development of notational skills and meta-musical awareness while not the development of logical-mathematical skills. These results show that a musical program increases children’s meta-musical awareness, and their ability to acquire the notational ability involved in the invented writing of words and numbers. On the contrary, it does not affect the development of logical skills. The results are discussed in terms of transfer of knowledge processes and of specific versus general domain effects of a musical program.

许多研究表明，音乐训练与特定和一般认知能力之间存在联系，但尽管有一些积极的结果，但对于哪些能力得到提高存在分歧。本研究旨在调查音乐教育计划对特定领域能力（元音乐意识）和一般领域能力的影响，即认知能力（逻辑数学）和符号语言能力（符号） . 20 名 4 至 6 岁的儿童参加了研究，分为两组（实验组和对照组），并在 6 个月音乐课程之前和之后的两个不同时间进行测量（实验组）和运动训练计划后（对照组）。儿童执行元音乐意识任务、逻辑数学任务、和紧急字母化任务。非参数统计表明，音乐节目显着提高了符号技能和元音乐意识的发展，而不是逻辑数学技能的发展。这些结果表明，音乐节目提高了儿童的元音乐意识，以及他们获得与发明的文字和数字书写有关的记谱能力的能力。相反，它不影响逻辑能力的发展。结果根据知识过程的转移以及音乐节目的特定与一般领域效应进行讨论。非参数统计表明，音乐节目显着提高了符号技能和元音乐意识的发展，而不是逻辑数学技能的发展。这些结果表明，音乐节目提高了儿童的元音乐意识，以及他们获得与发明的文字和数字书写有关的记谱能力的能力。相反，它不影响逻辑能力的发展。结果根据知识过程的转移以及音乐节目的特定与一般领域效应进行讨论。非参数统计表明，音乐节目显着提高了符号技能和元音乐意识的发展，而不是逻辑数学技能的发展。这些结果表明，音乐节目提高了儿童的元音乐意识，以及他们获得与发明的文字和数字书写有关的记谱能力的能力。相反，它不影响逻辑能力的发展。结果根据知识过程的转移以及音乐节目的特定与一般领域效应进行讨论。它不会影响逻辑技能的发展。结果根据知识过程的转移以及音乐节目的特定与一般领域效应进行讨论。它不会影响逻辑技能的发展。结果根据知识过程的转移以及音乐节目的特定与一般领域效应进行讨论。