The role of inhibitory control in the development of musical abilities in children taking music classes

Abstract

Introduction. Inhibitory control is one of the components of executive functions in children. Through the ability of inhibition, a child can control attention and stop his or her automatic reactions. The results of numerous studies demonstrate the relationship between inhibition and music lessons. However, the role of inhibition in the development of musical ability in children taking music lessons remains incompletely understood. Therefore, the purpose of this study was to identify the relationship between inhibitory control and musical ability and the role of inhibition in teachers' assessment of musical ability in children taking music classes. Methods. The study involved 198 children aged from 64 to 108 months (M=79.28; SD=6.46), studying music in children's music and art schools in Moscow and Krasnodar. To test the level of development of cognitive inhibitory control we used the "Inhibition" subtest of the NEPSY-II complex. To test the level of physical inhibitory control, the "Statue" subtest of the same diagnostic complex was used. To assess children's musical abilities, teachers completed the questionnaire "Assessment of Children's Musical Abilities". Correlation analysis and linear regression were applied to process the obtained data. Results. The Spearman's correlation analysis revealed significant interrelations between inhibition and teachers' estimates of children's musical abilities such as sense of rhythm (r=0,200, p<0,01), pitch hearing (r=0,394; p<0,01), harmony sense (r=0,167; p<0,05) and emotional sensitivity (r=0,282; p<0,01). In addition, the results of regression analysis demonstrate a significant effect of the ability to inhibit spontaneous intentions and follow instructions on the assessments of musical ability. Conclusion. The conducted study confirmed that the children have better skills of response to meaningful tasks and rejection of insignificant ones, the higher teachers evaluate in such children the ability to identify melody's intonational and rhythmic characteristics, as well as the sensitivity to changes in its mood.