Abstract: Previous research has confirmed the age-old wisdom that verbal materials are better remembered when presented in musical forms (e.g., songs) than in other forms (e.g., regular speech). Furthermore, several studies have shown that music training can improve individuals’ verbal memory. These studies, however, had three limitations: they were conducted mainly with adults, they examined only verbal memory in native language, and they did not investigate potential interactive effects between music training and mode of presentation.
In the present study, 112 children were recruited from a local primary school. About half of them (n=55) had received three or more years of regular formal music training (mainly piano). The rest (n=57) had received minimal (half a year or less, and mostly none) music training. Subjects within each group were randomly assigned to one of three presentation conditions: song, rhythm, and speech. In the “song” condition, subjects were asked to remember four carefully selected lines (27 words) in English that were presented as the lyrics to the tune of an English children’s song “Apple Song.” In the “rhythm” condition, they were read the same four lines with rhythm and in the speech condition as regular speech. The text was presented six times and subjects were asked to recall the text four times: after Trials three, five, and six, and 15 minutes after Trial six.
Results showed that (1) subjects with formal music training outperformed those with minimal music training, (2) materials were retained better when presented in musical forms (song or rhythm) than when presented as regular speech, and (3) the effects of music training and presentation mode showed a significant interaction, indicating that music training facilitated verbal memory mainly under the “song” condition.
These results extended previous research by replicating the association between music training and verbal memory among children and with second-language materials. Moreover, the present study specified that the music training’s facilitation effect was most prominent when the materials were presented as song lyrics. These results should provide useful information for teachers and developers of teaching materials

Key words: words music training experience, material presentation mode, verbal memory, second language