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Music training, engagement with sequence, and the development of the natural number concept in young learners

  • Martin F. Gardiner (a1)

Studies by Gardiner and colleagues connecting musical pitch and arithmetic learning support Rips et al.'s proposal that natural number concepts are constructed on a base of innate abilities. Our evidence suggests that innate ability concerning sequence (“Basic Sequencing Capability” or BSC) is fundamental. Mathematical engagement relating number to BSC does not develop automatically, but, rather, should be encouraged through teaching.

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M. Cappelleti , H. Barth , F. Fregni , E. S. Spelke & A. Pascual Leone (2007) rTMS over the intraparietal sulcus disrupts numerosity processing. Experimental Brain Research 179:631–42.

M. F. Gardiner (2008a) Skill learning, brain engagement, context and the arts. In: Simultaneity: Temporal structures and observer perspectives, ed. S. Vrobel , O. E. Rössler & T. Marks-Tarlow , pp. 195214. Springer.

M. F. Gardiner , A. Fox , F. Knowles & D. Jeffrey (1996) Learning improved by arts training. Nature 381:284.

R. Gelman & B. Butterworth (2005) Number and language: How are they related? Trends in Cognitive Sciences 9:610.

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Behavioral and Brain Sciences
  • ISSN: 0140-525X
  • EISSN: 1469-1825
  • URL: /core/journals/behavioral-and-brain-sciences
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