Tune in, recall more: Exploring the effects of a musical mnemonic device on children’s working memory

This study explored the impact of using a musical mnemonic device on enhancing memory retention in second-grade students ( N = 132) while learning a Chinese poem. The quasi-experimental design involved two groups of students: one receiving music-based instruction ( n = 65) and the other receiving traditional verbal instruction ( n = 67). Students’ recitation accuracy was assessed immediately after learning and 1 week later with repeated procedures. While initial findings revealed no significant difference in immediate performance between the groups ( p > .05), notable improvements were observed in the experimental, music-based group after a one-week interval with a repeated procedure ( p < .05), particularly for male students ( p < .005). In addition, students with instrumental training outperformed their peers without such training, supporting the notion that music training could enhance working memory ( p < .01). We also revealed that students’ retention of Chinese poems, especially for those in the lowest 10th percentile of accuracy, was significantly boosted by incorporating music after 1 week’s interval ( p < .001). These results suggest that while music as a mnemonic device may not yield immediate benefits, it can potentially enhance memory retention over time.