Thesis (M.A.)--York University, 1999. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 76-81). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pMQ56190.

Background Music as a part of our daily life, it can make people feel pleasure, peaceful, or exciting. Children as the future generation in our society are expected to have optimal development and growth. During childhood, cognitive development plays an important role in construction of thought processing ability and it is associated with physical development and nervous system development. As we know music is considered to be the efflorescence of human thought, this project aims to evaluate the effect of music listening and training on children’s cognitive development, as well as investigate effect of different types of music such as calm music, aggressive music, familiar music and unfamiliar music on cognitive development. The systematic review will identify and appraise the evidence of studies that related to our research question. Methods All relevant studies published from 1990 to 2013 were searched and identified when conducting an electronic literature search. There were 338 papers found through the database including Pubmed, SAGE and Google Scholar with a combination of specific keywords. After considering the inclusion and exclusion criteria, ten studies were found related to research questions and adopted for this systematic review. Results The ten studies were from four countries and included a total number of 8,836 subjects aged 4 to 12 years old. Randomized controlled trials, quasi-experimental studies, longitudinal studies, cross-sectional study were used in this systematic review. The studies included short-term and long-term effect of music listening and training on children. Most of the studies assigned participants to one group that had exposure to music and another group that had no exposure to music. For music listening groups, their performance of cognitive test was better than the group without music listing. Calm and pleasant music was more positive than aggressive music. Familiar music also had more impact on children’s cognitive ability. For music training groups, the effect of music gave impact on children’s cognitive development positively. Children received music training had increased cognitive ability. Conclusions Overall, the effect of different music listening and music training had been evaluated. The impact of music will be more effective if music is enjoyed by the listener. However, due to the publications of articles were only in English, not all of the studies design of articles were randomized control trials and some studies had small sample size such as thirty to seventy in this systematic review, further research is needed. / published_or_final_version / Public Health / Master / Master of Public Health

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Persons with Down syndrome and MA matched typically developing children were tested on two measures each of hot and cool executive function (EF). Tasks were selected to be developmentally appropriate for mental ages between 3 and 6 years. Participants with Down syndrome performed at the same level as verbal mental age (VMA, M = 47.53 months) matched typically developing children on the Children's Gambling Task (Kerr & Zelazo, 2001), a delay of gratification task (Thompson, Barresi, & Moore, 1997) the Dimensional Change Card Sort (DCCS; Frye, Zelazo, & Palfai, 1995), and the Self-Ordered Pointing task (Petrides & Milner, 1982), but showed a disadvantage on the DCCS, a cool EF task, when matched on performance mental age (PMA, M = 58.34 months). These results reflect the complex cognitive profiles of persons with Down syndrome and highlight the need for more precise matching procedures.

This study examined whether children's cognitive perceptions of the amount of skill and luck involved in gambling activities could be modified as a function of reinforcement schedules on a gambling task (Hilo). Children (N = 174) from grades 5 and 7 completed a questionnaire to evaluate cognitions and played a computer simulated card-cutting game. Cognitions were assessed after the game to examine if cognitive perceptions changed and then again one and four weeks later to evaluate if changes were maintained. Results reveal that experiencing repeated losses decreased perceived skill and increased perceptions of luck on gambling tasks in general. Cognitive changes in younger children were larger and were maintained longer than for older children. Analyses of game playing behaviour indicated that children in the losing condition chased losses by betting a larger percentage of bankrolls per hand in the final portion of game time. The results are discussed with emphasis on implications for prevention programs based on cognitive restructuring.