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Exceptional Children Research: Gifted and Talented Children

Gifted and Talented Children


Paul, P. M. (2008).

Article Number: GTC1
Author: Paul, Phyllis M
Title: Elementary-Aged Children's Aesthetic Experiences with Music
Reference: Journal of Music Therapy 45:2 (Summer 2008) p.135-146
Abstract: Paul examines the perceived aesthetic experiences of elementary school children. Sixty fourth graders, from three intact public school classes that included students identified as gifted and with special needs, listened to "Rhapsody on a Theme of Paganini, Op. 43, Variation 18", by Sergei Rachmaninoff and simultaneously indicated responses by manipulating a Continuous Response Digital Interface dial. One week later, participants repeated the listening activity under identical experimental conditions. Aggregated graphic analyses showed that many of the children's highest and lowest reactions tended to cluster at the same places, and test-retest reliability showed a high positive correspondence between the two listening sessions. Although it is impossible to know if these 4th graders actually had aesthetic experiences, it seems clear that they did respond to this music. Additional analyses, which compared responses based on developmental statuses, found a wide range of correlations between children who were categorized as normally developing, gifted, or having special needs.
Special Features: Graphs, References
Broad subject: Classical Music (General); Music and Other Disciplines
Topics: Elementary School Students; Music Psychology; Aesthetics; Music Appreciation
Publisher: American Music Therapy Association
ISSN: 0022-2917
ProQuest Document ID: 1093481
Full Text URL:
Last Updated: 2010-09-23
Database: International Index to Music Periodicals

Helding, L. (2010).

Article Number: GTC2
Author: Helding, Lynn
Title: Mindful Voice - Gardner's Theory of Multiple Intelligences: Musical Intelligence
Reference: Journal of Singing - The Official Journal of the National Association of Teachers of Singing 66:3 (January-February 2010) p.325-330
Abstract: Howard Gardner's Theory of Multiple Intelligences helped bring about the cognitive revolution in science. Cognitive scientists have long acknowledged that music is "useless" in the most basic biological sense. Two theories posited among evolutionary psychologists run counter to this argument. One theory is that music may have functioned as a type of mating call among early humans; the other is that the voice of the mother crooning her baby to sleep, in a small yet significant way, may have helped ensure the survival of the species. Developmental psychologists agree that one of the earliest talents to emerge in the developing child is musical. In evolutionary terms, music and language began in the same region of the brain. However, through the process of evolution, speech function and language comprehension now reside largely in the left hemisphere of the brain, while general musical ability resides in the right. The link between music and logical-mathematical intelligence is historic in the Western tradition.
Document type: Research and Analysis
Broad subject: Vocal Music; Music and Other Disciplines
Topics: Psychology; Intelligence; Learning; Neurobiology; Musical Ability; Aptitudes
Name as Subject: Gardner, Howard
Publisher: National Association of Teachers of Singing, Inc
ISSN: 1086-7732
ProQuest Document ID: 753578869
Full Text URL:
Last Updated: 2010-09-24
Database: International Index to Music Periodicals

Johnson, C. M., Christopher, M. & J. E. Memmott (2006).

Article Number: GTC2
Author: Johnson, Christopher M; Memmott, Jenny E
Title: Examination of Relationships Between Participation in School Music Programs of Differing Quality and Standardized Test Results
Reference: Journal of Research in Music Education 54:4 (Winter 2006) p.293-307
Abstract: The purpose of this investigation was to examine the relationship between participation in contrasting school music programs and standardized test scores. Relationships between elementary (third- or fourth-grade) students' academic achievement at comparable schools, but with contrasting music programs as to instructional quality, were investigated. Relationships also were examined between middle school (eighth or ninth-grade) students' academic achievement and their participation in school music programs that also differed in quality. Participants (N = 4,739) were students in elementary (n = 1,119) and middle schools (n = 3,620) from the South, East Coast, Midwest, and West Coast of the United States. All scores were standardized for comparison purposes. Analysis of elementary school data indicated that students in exemplary music education programs scored higher on both English and mathematics standardized tests than their counterparts who did not have this high-quality instruction; however, the effect sizes were slight. Analysis of middle school data indicated that for both English and math, students in both exceptional music programs and deficient instrumental programs scored better than those in no music classes or deficient choral programs; however, the effect sizes were not large.
Document type: Research and Analysis
Special Features: Graphs, Tables, References
Broad subject: Music Education; Music and Other Disciplines
Topics: Comparative Analysis; Academic achievements; Elementary School Students; School Music Programs; Standardized Tests
Publisher: MENC: National Association for Music Education
ISSN: 0022-4294
ProQuest Document ID: 1093741
Full Text URL:
Last Updated: 2010-12-24
Database: International Index to Music Periodicals