Music-based interventions and music lessons modulate cognitive functions, such as language or attention. However, the specific and differential effects of musical activities are a new focus of research. Therefore, this study aimed to investigate the effect of musical improvisation, a focal musical intervention, on the emotional memory of 4- and 5-year-old children. Each child individually looked at 24 neutral and emotional pictures and rated their valence and arousal. After that, the children were exposed to one of three interventions: musical improvisation (experimental intervention), musical reproduction (active control intervention), or rest (passive control intervention). Then, recall and recognition (immediate and deferred) were used to evaluate memory performance. The main results indicated that musical improvisation, compared with a reproduction music activity, improved memory. In addition, rest improved recognition compared with reproduction. Besides, children recalled more emotional than neutral images. Musical improvisation is a promising technique to be implemented in the educational field.

基于音乐的干预和音乐课程可调节认知功能，例如语言或注意力。然而，音乐活动的特定和差异化影响是一个新的研究重点。因此，本研究旨在调查音乐即兴创作（一种焦点音乐干预）对 4 岁和 5 岁儿童情绪记忆的影响。每个孩子单独查看 24 张中性和情绪化的图片，并对它们的效价和唤醒度进行评分。之后，孩子们接受了三种干预之一：即兴音乐（实验干预）、音乐再现（主动控制干预）或休息（被动控制干预）。然后，使用回忆和识别（立即和延迟）来评估记忆性能。主要结果表明，音乐即兴，与再现音乐活动相比，提高了记忆力。此外，与繁殖相比，休息提高了识别能力。此外，儿童比中性图像更能回忆起情感。音乐即兴创作是一种很有前途的技术，可以在教育领域实施。