Abstract
The purpose of this study was to compare the effects of musical mnemonics versus spoken word in training verbal memory in children. A randomized control trial of typically-developing 9-11 year old children was conducted using the Rey Auditory Verbal Learning Test (RAVLT), a test measuring a participant’s ability to recall a list of 15 words over multiple exposures. Members of the group who listened to words sung to them recalled an average of 20% more words after listening to and recalling an interference list than members of the control group who listened to the same words spoken. This difference persisted, though slightly smaller (17%) when participants recalled words after a 15-minute waiting period. Additionally, group participants who listened to words sung demonstrated a higher incidence of words recalled in correct serial order. Key findings were all statistically significant at the P<0.05level. Enhanced serial order recall points to the musical pitch/rhythm structure enhancing sequence memory as a potential mnemonic mechanism. No significant differences were found in serial position effects between groups. The findings suggest that musical mnemonic training may be more effective than rehearsal with spoken words in verbal memory learning tasks in 9-11 year olds.
Highlights
Memory is a critical component of cognitive functioning and deficits to verbal memory are a feature of many neurological disorders and injuries, including traumatic brain injury, brain tumor, epilepsy, stroke, developmental disability, autism, Attention Deficit Hyperactivity Disorder (ADHD) and Down syndrome (Dehn, 2010)
Increased understanding of the effects of this learning strategy may lead to improved academic performance for typically developing children, those who struggle with traditional approaches to learning, and individuals with deficits in memory due to injury or illness
Building on previous studies of musical mnemonics, the present study investigated the effect of musical mnemonics in typically developing children using assessments and procedures previously primarily researched with adults and clinical populations by utilizing a musical translation of the Rey Auditory Verbal Learning Test (RAVLT) which has been widely used for quantifying verbal learning and memory across a range of ages (Schmidt, 1996)
Summary
Memory is a critical component of cognitive functioning and deficits to verbal memory are a feature of many neurological disorders and injuries, including traumatic brain injury, brain tumor, epilepsy, stroke, developmental disability, autism, Attention Deficit Hyperactivity Disorder (ADHD) and Down syndrome (Dehn, 2010). There is some indication that children with poor literacy may have deficits in memory function (Al Otaiba and Fuchs, 2006). Using rhythmic-melodic templates for rehearsing verbal information, provides a uniquely engaging approach to verbal memory tasks. Despite the widespread use of this technique for teaching information such as the alphabet and for students in higher education to memorize complex material (Cirigliano, 2013), there is little research on the use of musical mnemonics. Increased understanding of the effects of this learning strategy may lead to improved academic performance for typically developing children, those who struggle with traditional approaches to learning, and individuals with deficits in memory due to injury or illness. Musical mnemonics may provide clinical populations a simple strategy for memorizing important safety information such as a home phone number or address
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
