A Comparison of the Music Aptitude, Scholastic Aptitude, and Academic Achievement of Young Children

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Abstract
In this study, analyses were undertaken to assess correlations (1) between music aptitude and scholastic aptitude scores, and (2) between music aptitude and academic achievement scores in first-, second- and third-grade children. The purposes of this investi- gation were: (1) to replicate Edwin E. Gordon's findings in the standardisation of the Primary Measures of Music Audiation, (2) to use individually-administered IQ tests instead of the more common group-administered IQ tests, (3) to include first- and second-grade children's IQ scores, and (4) to broaden the geo- graphic parameters. Results of the music aptitude and scholastic aptitude com- parisons were similar to those found in the Gordon study. The above-mentioned variables did not appear to affect the corre- lations found in music aptitude and performance IQ comparisons. Verbal IQ and music aptitude correlations were stronger in this study's sample but remained within the range of correlations found in other American studies. Higher correlations were found between academic achievement and music aptitude. These corre- lations may indicate some bias of the PMMA toward young pupils with high academic achievement.

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