<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0212-9728</journal-id>
<journal-title><![CDATA[Anales de Psicología]]></journal-title>
<abbrev-journal-title><![CDATA[Anal. Psicol.]]></abbrev-journal-title>
<issn>0212-9728</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Murcia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0212-97282019000300007</article-id>
<article-id pub-id-type="doi">10.6018/analesps.35.3.340091</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Numeracy musical training for school children with low achievement in mathematics]]></article-title>
<article-title xml:lang="es"><![CDATA[Entrenamiento musical numérico para niños escolares con bajo rendimiento en matemáticas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Arias Rodriguez]]></surname>
<given-names><![CDATA[Indira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nascimento]]></surname>
<given-names><![CDATA[Jessica M]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Voigt]]></surname>
<given-names><![CDATA[Marcos F]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Flávia H]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,São Paulo State University Paulista State Univerity Bauru campus ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,São Paulo State University Paulista State Univerity Bauru campus ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,aff3  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,University College Dublin UCD School of Psychology ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ireland</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<volume>35</volume>
<numero>3</numero>
<fpage>405</fpage>
<lpage>416</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_arttext&amp;pid=S0212-97282019000300007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_abstract&amp;pid=S0212-97282019000300007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_pdf&amp;pid=S0212-97282019000300007&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The present case-control, double-blind, and prospective study investigated the effects of Numeracy Music Training (NMT) on cognitive skills of primary school children. Participating in the study were 42 children aged 8 to 10 years divided into two groups: Low Achievement in Math (N= 21), and Average Achievement in Math (N= 21). The children underwent two assessments before and after NMT. Cognitive tests and behaviour scales were applied regarding variables such as school performance, IQ, working memory, numerical cognition, math&#8217;s anxiety and stress. NMT was developed in eight group sessions and aimed to stimulate the systems of numerical cognition and integrate basic musical knowledge, and symbolic representations. After the intervention, through musical training, the children in both groups showed significant improvements in school performance, systems of numerical cognition and working memory, as well as the reduction of mathematics anxiety symptoms.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El presente estudio caso-control, doble ciego, y prospectivo investigó los efectos del entrenamiento musical numérico (NMT; Numeracy Musical Training), sobre habilidades cognitivas en niños de enseñanza primaria. Participaron 42 niños de 8 a 10 años divididos en dos grupos: con Bajo Rendimiento Aritmético (N = 21), y con Rendimiento Aritmético Medio (N = 21). Los niños pasaron por dos evaluaciones, antes y después de la realización del NMT, en las cuales se aplicaron pruebas cognitivas y escalas de comportamiento, que evaluaban variables como: rendimiento escolar, CI, memoria operativa, cognición numérica, ansiedad y estrés. El NMT fue desarrollado en ocho sesiones colectivas y tuvo como objetivo estimular los sistemas de la cognición numérica e integrar conocimientos musicales básicos y representaciones simbólicas. Después de la intervención por medio del entrenamiento musical los niños de ambos grupos obtuvieron mejoras significativas en el rendimiento académico, en los sistemas de la cognición numérica y en la memoria operativa, así como una disminución de la manifestación de ansiedad a las matemáticas.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[musical training]]></kwd>
<kwd lng="en"><![CDATA[numerical cognition]]></kwd>
<kwd lng="en"><![CDATA[working memory]]></kwd>
<kwd lng="en"><![CDATA[Dyscalculia Development]]></kwd>
<kwd lng="es"><![CDATA[Entrenamiento musical]]></kwd>
<kwd lng="es"><![CDATA[cognición numérica]]></kwd>
<kwd lng="es"><![CDATA[memoria operativa]]></kwd>
<kwd lng="es"><![CDATA[Discalculia del Desarrollo]]></kwd>
</kwd-group>
</article-meta>
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