A study of 31 children found that children who received keyboard instruction for two years beginning at age 3 continued to score higher on spatial-temporal and arithmetic tasks two years after the instruction was terminated (Rauscher & LeMieux, 2003). The age at which children begin instruction appears to affect the duration of extra-musical cognitive outcomes, and longitudinal research suggests that at least two years of music instruction are required for sustained enhancement of spatial abilities (Rauscher, 2002); ERIC Clearinghouse on Early Education and Parenting , Can Music Instruction Affect Children's Cognitive Development? ERIC Digest; Frances H. Rauscher; ERIC Identifier: ED480540, Publication Date: 09/2003. http://www.ericdigests.org/2004-3/cognitive.html
一份關於31名兒童所做的研究指出，孩童在三歲時開始接觸兩年的鍵盤樂器教育，當結 束 教授後，他們在空間以及算數上的作業持續有較高的表現(得分)。(Rauscher & LeMieux, 2003)。兒童開始受教時的年紀似乎影響了整個外在音樂認知結果的時期。而且縱向分析顯示，至少必須接受兩年的音樂教育在空間上的能力才會有持續性的增長。(Rauscher, 2002)。ERIC 情報中心：早期教育和養育。音樂教育真能影響孩子認知上的發展嗎？ERIC Digest; Frances H. Rauscher; ERIC Identifier: ED480540, Publication Date: 09/2003.
“Academic work is really about certain types of deductive reasoning, and especially some forms of verbal and mathematical reasoning. Developing these abilities is an essential part of education. But if intelligence were limited to academic ability most of human culture would never have happened. There’d be no practical technology, business, music, art, literature, architecture, love, friendship or anything else. These are big ideas to leave out of our common-sense view of intelligence and educational achievement.” Sir Ken Robinson, Senior Advisor, Education Policy, Getty Foundation, in an Arts and Minds: Conversations about the Arts interview; Education Commission of the States, April 2005 How Creativity, Education and the Arts Shape a Modern Economy; http://www.ecs.org/clearinghouse/60/51/6051.pdf
創意、教育和藝術如何塑造現代經濟April 2005
學科真的是關於某些推論而來的論據的種類，而且特別是在一些言辭上和數學上的論據形式。發展這些能力是教育上不可缺的一部分。但如果智能被限制在學科裡，那麼大部分人類的文化就不會產生。就不會有應用科技、商業、音樂、藝術、文學、建築、愛、友誼或其他的東西。這些是大理想要我們去跳脫平時看待智力和教育成就的眼光。
Sir Ken Robinson, Senior Advisor, Education Policy, Getty Foundation, in an Arts and Minds: Conversations about the Arts interview; Education Commission of the States
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