Why Fly Robin Fly is great for music training?

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Fly Robin Fly’s unique approach is in the creation of an emotional context for music learning. Multiple studies show that emotional cues in the user’s mind help him to focus on the process, decrease distraction and enhance memory.

For instance, according to research «The Influences of Emotion on Learning and Memory» published in Frontiers in Psychology, substantial evidence has established that emotional events are remembered more clearly, accurately and for longer periods of time than are neutral events. Emotional memory enhancement appears to involve the integration of cognitive and emotional neural networks, in which activation of the amygdala enhances the processing of emotionally arousing stimuli while also modulating enhanced memory consolidation along with other memory-related brain regions, particularly the amygdala, hippocampus, MTL, as well as the visual, frontal and parietal cortices. (https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5573739/)

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Why music training is beneficial for cognitive functions?

The research shows that children with learning disabilities and difficulties with focus benefit greatly from music lessons. One Stanford study shows that music engages areas of the brain which are involved with paying attention, making predictions and updating events in memory. Music training in childhood «fundamentally alters the nervous system such that neural changes persist in adulthood after auditory training has ceased,» according to Skoe, E. & N. Kraus in their 2012 article titled   A little goes a long way: How the Adult Brain Is Shaped by Musical Training in Childhood published in The Journal of Neuroscience, 32(34):11507–11510). (https://www.jneurosci.org/content/32/34/11507)

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According to another research published in 2016 in Frontiers in Psychology, music training may provide a perfect tool for a multiple-component treatment aimed at helping learners with dyslexia because it allows considering each one of the multiple facets of dyslexia as a potential target to be improved: “In this respect, music training may be one of the most complete and rational ways of treating dyslexia. Whatever the exact mechanism(s) subserving the observed improvements, their occurrence after relatively short sessions of musical training opens interesting avenues for future research as well as practical applications.”  In a research paper «Music Training Increases Phonological Awareness and Reading Skills in Developmental Dyslexia: A Randomized Control Trial» by Elena Flaugnacco, et al. (https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0138715) the role of music therapy for children with dyslexia is highlighted: «Our findings strongly support the hypothesis of a beneficial effect of music training on reading skills and phonological awareness Since rhythm and meter, by requiring more precise timing, possibly place higher demands in music than in language, remediation based on music and rhythm may strengthen phonologically and language development from a perspective that is quite different from (though complementary to) the more traditional language-based remediation approaches. Through the enhancement of rhythmic skills and by means of its emotionally engaging and joyful nature, music might also become an important tool for early classroom interventions for children who are at risk of dyslexia».

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Moreover, it is indicated in other studies, that there is a connection between music and improved social activity with regard to school-age individuals with autistic spectrum disorders: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6199253/. The researchers report that  «8–12 weeks of music intervention (relative to non-music behavioral intervention) can improve parent-reported social communication, FQoL and intrinsic brain connectivity in school-age children, thus supporting the use of music as a therapeutic tool for individuals with ASD.»