Influencia de la formación musical en el rendimiento académico: una revisión bibliográfica

• Cristina Álvaro-Mora ^[1] ; Miguel Ángel Serrano-Rosa ^[1]
  1. [1] Universitat de València

     Universitat de València

     Valencia, España

     
• Localización: Anuario de psicología, ISSN 0066-5126, Vol. 49, Nº. 1, 2019, págs. 18-31
• Idioma: español
• Títulos paralelos:
  • Influence of musical training on academic performance: a bibliographical review
• Enlaces
  • Texto completo
• Dialnet Métricas: 6 Citas
• Resumen
  • español

    La formación musical ha generado un reciente interés en el campo de la educación y la psicología con el aumento de la investigación desde la neurociencia, la cual demuestra sus efectos positivos en el desarrollo tanto a nivel cognitivo como de rendimiento académico. El objetivo de esta revisión es conocer los procesos cognitivos que explican la relación entre la formación musical y el rendimiento académico. Para ello, sintetizamos un conjunto de estudios mediante un procedimiento estructurado en tres pasos: búsqueda inicial, sistemática y manual. Los resultados muestran cómo los alumnos con formación musical presentan mejor memoria verbal, funciones ejecutivas, atención selectiva y plasticidad cerebral. Estos datos sugieren que el entrenamiento musical durante el período escolar puede favorecer el rendimiento académico. El grado de estos cambios parece ser precedido por las diferencias individuales preexistentes en los alumnos, así como en el tiempo de entrenamiento, entre otros factores.

    Concluimos que la formación musical produce efectos positivos directos sobre la diferenciación neuroanatómica, habilidades cognitivas y, a su vez, un aumento del logro y rendimiento académico.

  • English

    Music education has gained recent interest in the field of education and psychology with an increase of neuroscientific research, which demonstrates its positive effects on cognitive development and academic performance.

    The objective of this review is to look at the different cognitive processes that explain the relationship between musical training and academic performance. We synthesized a set of studies through a structured procedure in three steps: initial, systematic and manual research.

    The results show how students with musical training have better verbal memory, executive functions, selective attention and brain plasticity.

    These data suggest that musical training during the school period may favor academic performance. The degree of these changes seems to be preceded by pre-existing individual differences in students, as well as in training time, among other factors. We conclude that musical training produces direct positive effects on neuroanatomical differentiation, cognitive abilities and, at the same time, an increase in achievement and academic performance.

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