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Abstract
The ability to selectively attend and maintain attention is a key cognitive function, the development of which undergoes significant development between the ages of four and six years. This study employed a quasi-experimental design to examine the relationship between formal instrumental music training and the development of attention in four- to six-year old children. After determining reliability of overall accuracy and mean response time of the Attention Network Test for Children, the attention development of children participating in instrumental music lessons was compared to that of children participating in other types of training and to a control group. Covariates included age, gender, household income, and intelligence. No significant between-group difference was found. No significant association between intelligence, age, and gain scores of overall accuracy or mean response time was found. No significant difference between gender or household income groups and gain scores in overall accuracy or mean response time was found. Small sample size and short duration of training inhibit the strength of claims of training effects. The results have implications in areas of attention, cognitive development, and music education.