An experimental training study was conducted to investigate children's difficulties with language relating to musical pitch. Participanits were tested on Spatial and Pitch tests before and after a training intervention. One group received training which reinforced the spatial metaphor of pitch, another received training in the same vocabulary but without spatial reinforcement, and a control group received no training. Results confirmed that children perform better on spatial tests than on pitch tests using the same terms, and improvements on the Pitch test were obtained at post-test. However, since gains were obtained in each group, the benefits of specific training require future research
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