dc.contributorUniversity of Minho
dc.contributorUniversidade Estadual Paulista (Unesp)
dc.date.accessioned2018-12-11T17:09:16Z
dc.date.available2018-12-11T17:09:16Z
dc.date.created2018-12-11T17:09:16Z
dc.date.issued2017-03-01
dc.identifierResearch in Developmental Disabilities, v. 62, p. 26-39.
dc.identifier1873-3379
dc.identifier0891-4222
dc.identifierhttp://hdl.handle.net/11449/174088
dc.identifier10.1016/j.ridd.2016.11.008
dc.identifier2-s2.0-85009518334
dc.identifier2-s2.0-85009518334.pdf
dc.description.abstractStudies suggest that musical training enhances spatial-temporal reasoning and leads to greater learning of mathematical concepts. The aim of this prospective study was to verify the efficacy of a Non-Instrumental Musical Training (NIMT) on the Numerical Cognition systems in children with low achievement in math. For this purpose, we examined, with a cluster analysis, whether children with low scores on Numerical Cognition would be grouped in the same cluster at pre and post-NIMT. Participants were primary school children divided into two groups according to their scores on an Arithmetic test. Results with a specialized battery of Numerical Cognition revealed improvements for Cluster 2 (children with low achievement in math) especially for number production capacity compared to normative data. Besides, the number of children with low scores in Numerical Cognition decreased at post-NIMT. These findings suggest that NIMT enhances Numerical Cognition and seems to be a useful tool for rehabilitation of children with low achievement in math.
dc.languageeng
dc.relationResearch in Developmental Disabilities
dc.relation0,898
dc.rightsAcesso aberto
dc.sourceScopus
dc.subjectDyscalculia
dc.subjectMusical training
dc.subjectNumerical cognition
dc.titleEnhancement of numeric cognition in children with low achievement in mathematic after a non-instrumental musical training
dc.typeArtículos de revistas


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