Does music instruction using the Suzuki method improve working memory and visual-spatial processing in children

This randomized experimental study examined working memory capacity, visual-spatial processing, and controlled attention among kindergarten students who received musical instruction using the Suzuki Violin Method compared to students in a waiting list that served as a control group. The study consisted of five weeks of treatment or control condition for each group. Both groups were administered the Stanford-Binet 5 (SB-5) and the Kiddie Connors' Continuous Performance Test Version 5 (K-CPT). The students in the treatment group received 15 total hours of Suzuki instruction while the students in the waiting list control condition did not receive any instruction. At the end of week five, the treatment and the waiting list control groups were administered a post assessment.;The analyses indicated there were no significant differences between the instrumental instruction using the Suzuki Method participants and the waiting list control participants on SB-5 Verbal and Nonverbal Working Memory total score and SB-5 Verbal and Nonverbal Visual Spatial Processing total score. However, there was a significant difference in the K-CPT composite variable of attention measures (omissions, commissions, hit response time, hit response time standard error, and variability) between the treatment and waiting list control groups. Music instruction using the Suzuki Method did produce a significant increase in the combined attention measures when compared to the control group participants.