依據皮亞傑的階段理論，七歲以下的幼兒仍處於運思前期階段。 此階段幼兒具有 「集中注意」的特色，通常易將注意力集中於單一、有限的層面。而音樂是由超過一種要素 相互影響配合而成的；因此得知幼兒能否識別在一樂曲中同時進行、一種以上的音樂概念， 對於幼教老師及音樂教師的教學課程設計有重要的幫助。 本研究的主要成果是得知研究中的多數四歲至六歲的臺灣幼兒僅有識別單一音樂概念的能力 。由於認知發展理論中，此年齡幼兒一般仍處於「集中注意」階段，故音樂概念的認知能力 與認知發展理論應有密切關聯。因此教師在設計幼兒音樂活動與課程時可參考發展理論，除 複習已知概念外，每次僅介紹一項新概念，以提供幼兒更有信心，並有收穫的音樂學習經驗 。 研究結果顯示部份幼兒的音樂認知發展其他幼兒迅速，未滿七歲即可識別一樂曲中的兩項概 念。故教師參考認知發展的平均年齡為方針的同時，須注意幼兒認知發展及學習進度的個別 差異。 此研究中的幼兒識別「速度」概念比「明晰度」概念發展較早。目前國外學者的研究結果顯 示音樂概念的形成順序為：音量，音色，速度，音的長度，音高，和聲。但仍未將明晰度列 入順序。因此得知明晰度在音樂概念認知的發展序列也可提供教師設計較適合幼兒的音樂教 學活動，有效的安排音樂要素的教學程序。

　　　　　The primary purpose of this study was to investigate 4- to 6-year-old Taiwanese children's ability to demonstrate single and double musical concept discriminations. Forty-two children from two private kindergartens, located in the southern city of Taiwan participated in the study. Listening activity was designed to assess children's discrimination ability. The musical concepts chosen for discrimination were tempo (fast/slow) and articulation (smooth/choppy). During the test activity, children were to listen and verbally labed the contrasting musical characteristics of recorded musical stimuli relating to tempo and articulation within single and double contexts. Results indicated that these Taiwanese kindergartners were capable of verbally labeling single musical characteristics from recorded music stimuli. However, most children were not successful with double concept discriminations even after short-term instruction. This parallels Piaget's stage theory that young children at the preoperational stage tend to focus on one aspect of a stimulus at one time, and that the ability of decentration cannot be acquired through instruction. It was also found that young children may develop the concept of tempo earlier than articulation, therefore, a sequence in musical concept development may be identified with future research.