Examining the relationship between music instruction and sustained auditory attention in five to ten-year-old children : a systematic review

Abstract

Background: It has long been suspected that music instruction has benefits for children’s neural and cognitive development, including auditory abilities. Although the effect of music on attention has been investigated it has predominantly focused on visual attention, selected auditory attention, or divided auditory attention. Consequently, the impact of music on sustained auditory attention is not well defined and therefore demands investigation and clarity. In order to contextualise the topic this study provides a comprehensive review of literature regarding auditory development and attention, in addition to the systematic review of ten eligible studies. Objectives: The study aims to critically appraise peer-reviewed articles from the past decade pertaining to the correlation between music instruction and sustained auditory attention in typically developing five- to ten-year-old children. Method: A systematic search of literature was conducted with five electronic databases, using primary and secondary search phrases. The PRISMA-P guidelines were followed to identify ten studies for inclusion in the review. These studies were assessed in terms of quality, using the HTA quality checklists, and in terms of bias, using the Cochrane Collaborations tool for risk of bias for quantitative studies and the CASP checklist for qualitative studies. Results: Music instruction has a predominantly positive correlation with sustained auditory attention in children yet is limited by associated variables, such as complex sound environments and age of commencement of music instruction. Several causes are suggested for SAA enhancements, such as alterations in neural structure and function, transfer of musical skills to other domains, and the use of specific musical characteristics. Although the evidence favours the study’s hypothesis (i.e. music instruction does lead to enhanced sustained auditory attention), limitations are present. Furthermore, the studies included in the systematic review did not always examine sustained auditory attention directly, rather focusing on highly interlinked functions (e.g. attentional control). Conclusion: Recent research evidence suggests that music instruction contributes to enhanced sustained auditory attention in young children yet is limited by a number of variables. Therefore, should educators wish to improve children’s sustained auditory attention in the classroom and during learning, they should be cognisant of these factors and make efforts to enforce them.