The Scientific Review of Mental Health Practice

Objective Investigations of Controversial and Unorthodox Claims in Clinical Psychology, Psychiatry, and Social Work


A Reanalysis of Schellenberg (2004)

Kenneth M. Steele - Appalachian State University

Author Note:
I thank Glenn Schellenberg for promptly and graciously providing the raw data for my additional analyses. I thank Stephen Black for comments on an earlier turn, family income is correlated with IQ (Ceci & manuscript. Williams, 1997).
Correspondence concerning this article should be addressed to Kenneth Schellenberg (2004) used random assignment of M. Steele, Department of Psychology, Appalachian State University, Boone, NC 28608; e-mail:

Schellenberg (2004) investigated whether music lessons improved IQ scores in young children in a pretest-posttest design. Six-year-old children were assigned to one of four treatment groups: keyboard instruction, Kodály vocal instruction, drama instruction, or no lessons for 36 weeks during the school year. All groups showed a significant increase in IQ scores over the year. A small, significant difference in gain of 2.7 IQ points was reported when the results of the keyboard and Kodály groups were combined and contrasted against the combined results for drama and no lessons. The combination of groups was not justified theoretically because the Kodály method was presented as being very different from standard musical instruction. Reanalysis of the original uncombined groups produced results that were statistically insignificant and had small effect size values. The hypothesized unique effect of music lessons on IQ scores is still in need of demonstration.

You can read the full text of this article in
The Scientific Review of Mental Health Practice, vol. 4, no. 2 (Fall/Winter 2005-06).
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