摘要：

在當(dāng)今社會(huì)中, 越來(lái)越多的兒童接受音樂(lè)訓(xùn)練, 試圖通過(guò)音樂(lè)訓(xùn)練提高認(rèn)知能力。針對(duì)認(rèn)知活動(dòng)中的語(yǔ)言能力、空間能力以及數(shù)學(xué)能力, 探究音樂(lè)訓(xùn)練與認(rèn)知能力的關(guān)系, 試圖為音樂(lè)教育提供實(shí)證依據(jù)。研究結(jié)果表明, 盡管音樂(lè)訓(xùn)練與認(rèn)知能力的關(guān)系較為復(fù)雜, 但是, 音樂(lè)訓(xùn)練與個(gè)體的語(yǔ)言知覺(jué)和產(chǎn)生能力以及空間視覺(jué)化能力都存在正相關(guān), 且在一定程度上可以提高這些認(rèn)知能力。

關(guān)鍵詞: 音樂(lè)訓(xùn)練, 認(rèn)知能力, 語(yǔ)言能力, 空間能力, 數(shù)學(xué)能力

Abstract:

In modern society, more and more children receive music training in order to improve cognitive abilities. Focusing language, spatial, and mathematical abilities, the effects of music training on cognitive abilities were investigated. The results showed that although the relationship between music training and cognitive abilities was complex, music training not only was positively associated with language perception, language production, and spatial visualization abilities, but also could improve these cognitive abilities to a certain extent. The current findings may provide empirical evidence for music education.

Key words: music training, cognitive abilities, language ability, spatial ability, mathematical ability

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