Cultural context and instructional structure in children's music education: An RVE Meta-analysis of executive-function outcomes
Abstract
Despite neuroscientific evidence indicating that music training remodels brain structure, behavioral findings concerning its transfer effects on children's executive functions (EF) remain characterized by significant controversy and heterogeneity. To resolve this ambiguity, this study strictly adhered to PRISMA guidelines, conducting a comprehensive systematic search across three major databases (Scopus, Web of Science, and PsycINFO). We synthesized 29 empirical studies (N = 3265) from five continents using Robust Variance Estimation (RVE) to evaluate intervention effects and examine the potential moderating role of macro-cultural context and instructional organization. The analysis revealed a significant, medium-sized facilitative effect of music education on overall EF (g = 0.62). Among subdomains, working memory showed the most substantial benefit, and the preschool period (ages 3-6) was identified as a developmental stage showing larger EF-related gains. Notably, macro-level cultural context (Individualism vs. Collectivism) did not independently moderate outcomes, challenging prior assumptions of a collectivistic advantage. However, at the micro-level, a significant "Culture × Instructional Structure" interaction emerged for working memory, suggesting a possible context-dependent pattern: children in individualistic cultures benefited more from high-structured (skill-oriented) training, whereas those in collectivistic cultures gained significantly more from…
How strong is the evidence?
Evidence Hub reads this as a meta-analysis, done in people. Its evidence level is 1 of 5 (Highest · pooled evidence). Pooled evidence from several studies sits at the top of the evidence pyramid. Reported size: 3,265 participants or records.
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