> On 20 Sep 2006 at 11:11, Christopher D. Green wrote: > > > Let the reflexive hole-poking being!! > > http://www.cbc.ca/technology/story/2006/09/20/music-brain.html
As a follow-up to my own post, I've located the study on-line at http://brain.oxfordjournals.org/cgi/reprint/awl247v1 As Ken Steele deduced, the participants were not randomly assigned. They only mention the matter at the very end of their discussion, where they say: "...enhanced performance in digit span gives additional evidence for transfer effects between music and non-musical abilities such as...IQ (Schellenberg, 2004). In particular, Schellenberg (2004) randomly assigned children to either music lessons or drama lessons. This design eliminates differences between groups that could pre-exist between children whose parents enrol them in music classes compared with those who do not. It should be noted in this regard that although we did not have random assignment, and the groups differed at the first measurement on one of the AEF components, they changed differently over the course of the year, which strongly suggests the effect of musical training." What they did not note was that in Schellenberg's study, no comparisons between music groups and drama group were significant. I guess they missed that. Stephen ----------------------------------------------------------------- Stephen L. Black, Ph.D. Department of Psychology Bishop's University e-mail: [EMAIL PROTECTED] 2600 College St. Sherbrooke QC J1M 0C8 Canada Dept web page at http://www.ubishops.ca/ccc/div/soc/psy TIPS discussion list for psychology teachers at http://faculty.frostburg.edu/psyc/southerly/tips/index.htm ----------------------------------------------------------------------- --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english
