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James CE, Tingaud M, Laera G, Guedj C, Zuber S, Diambrini Palazzi R, Vukovic S, Richiardi J, Kliegel M, Marie D. Cognitive enrichment through art: a randomized controlled trial on the effect of music or visual arts group practice on cognitive and brain development of young children. BMC Complement Med Ther 2024; 24:141. [PMID: 38575952 PMCID: PMC10993461 DOI: 10.1186/s12906-024-04433-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/05/2024] [Accepted: 03/12/2024] [Indexed: 04/06/2024] Open
Abstract
BACKGROUND The optimal stimulation for brain development in the early academic years remains unclear. Current research suggests that musical training has a more profound impact on children's executive functions (EF) compared to other art forms. What is crucially lacking is a large-scale, long-term genuine randomized controlled trial (RCT) in cognitive neuroscience, comparing musical instrumental training (MIP) to another art form, and a control group (CG). This study aims to fill this gap by using machine learning to develop a multivariate model that tracks the interconnected brain and EF development during the academic years, with or without music or other art training. METHODS The study plans to enroll 150 children aged 6-8 years and randomly assign them to three groups: Orchestra in Class (OC), Visual Arts (VA), and a control group (CG). Anticipating a 30% attrition rate, each group aims to retain at least 35 participants. The research consists of three analytical stages: 1) baseline analysis correlating EF, brain data, age, gender, and socioeconomic status, 2) comparison between groups and over time of EF brain and behavioral development and their interactions, including hypothesis testing, and 3) exploratory analysis combining behavioral and brain data. The intervention includes intensive art classes once a week, and incremental home training over two years, with the CG receiving six annual cultural outings. DISCUSSION This study examines the potential benefits of intensive group arts education, especially contrasting music with visual arts, on EF development in children. It will investigate how artistic enrichment potentially influences the presumed typical transition from a more unified to a more multifaceted EF structure around age eight, comparing these findings against a minimally enriched active control group. This research could significantly influence the incorporation of intensive art interventions in standard curricula. TRIAL REGISTRATION The project was accepted after peer-review by the Swiss National Science Foundation (SNSF no. 100014_214977) on March 29, 2023. The study protocol received approval from the Cantonal Commission for Ethics in Human Research of Geneva (CCER, BASEC-ID 2023-01016), which is part of Swiss ethics, on October 25, 2023. The study is registered at clinicaltrials.gov (NCT05912270).
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Affiliation(s)
- C E James
- University of Applied Sciences and Arts Western Switzerland HES-SO, Geneva School of Health Sciences, Geneva Musical Minds lab (GEMMI lab), Avenue de Champel 47, 1206, Geneva, Switzerland.
- Faculty of Psychology and Educational Sciences, University of Geneva, Boulevard Carl-Vogt 101, 1205, Geneva, Switzerland.
| | - M Tingaud
- University of Applied Sciences and Arts Western Switzerland HES-SO, Geneva School of Health Sciences, Geneva Musical Minds lab (GEMMI lab), Avenue de Champel 47, 1206, Geneva, Switzerland
| | - G Laera
- University of Applied Sciences and Arts Western Switzerland HES-SO, Geneva School of Health Sciences, Geneva Musical Minds lab (GEMMI lab), Avenue de Champel 47, 1206, Geneva, Switzerland
- Faculty of Psychology and Educational Sciences, University of Geneva, Boulevard Carl-Vogt 101, 1205, Geneva, Switzerland
- Center for the Interdisciplinary Study of Gerontology and Vulnerability, University of Geneva, Chemin de Pinchat 22, 1227, Carouge (Genève), Switzerland
| | - C Guedj
- University of Applied Sciences and Arts Western Switzerland HES-SO, Geneva School of Health Sciences, Geneva Musical Minds lab (GEMMI lab), Avenue de Champel 47, 1206, Geneva, Switzerland
- CIBM Center for Biomedical Imaging, Cognitive and Affective Neuroimaging section, University of Geneva, 1211, Geneva, Switzerland
| | - S Zuber
- Center for the Interdisciplinary Study of Gerontology and Vulnerability, University of Geneva, Chemin de Pinchat 22, 1227, Carouge (Genève), Switzerland
| | | | - S Vukovic
- Haute école pédagogique de Vaud (HEP; University of Teacher Education, State of Vaud), Avenue de Cour 33, Lausanne, 1014, Switzerland
| | - J Richiardi
- Department of Radiology, Lausanne University Hospital and University of Lausanne, Rue du Bugnon 21, Lausanne, 1011, Switzerland
| | - M Kliegel
- Faculty of Psychology and Educational Sciences, University of Geneva, Boulevard Carl-Vogt 101, 1205, Geneva, Switzerland
- Center for the Interdisciplinary Study of Gerontology and Vulnerability, University of Geneva, Chemin de Pinchat 22, 1227, Carouge (Genève), Switzerland
| | - D Marie
- University of Applied Sciences and Arts Western Switzerland HES-SO, Geneva School of Health Sciences, Geneva Musical Minds lab (GEMMI lab), Avenue de Champel 47, 1206, Geneva, Switzerland
- CIBM Center for Biomedical Imaging, Cognitive and Affective Neuroimaging section, University of Geneva, 1211, Geneva, Switzerland
- Brain and Behaviour Laboratory, Centre Médical Universitaire, University of Geneva, Rue Michel-Servet 1, Geneva, 1211, Switzerland
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Lippolis M, Müllensiefen D, Frieler K, Matarrelli B, Vuust P, Cassibba R, Brattico E. Learning to play a musical instrument in the middle school is associated with superior audiovisual working memory and fluid intelligence: A cross-sectional behavioral study. Front Psychol 2022; 13:982704. [PMID: 36312139 PMCID: PMC9610841 DOI: 10.3389/fpsyg.2022.982704] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2022] [Accepted: 09/22/2022] [Indexed: 11/13/2022] Open
Abstract
Music training, in all its forms, is known to have an impact on behavior both in childhood and even in aging. In the delicate life period of transition from childhood to adulthood, music training might have a special role for behavioral and cognitive maturation. Among the several kinds of music training programs implemented in the educational communities, we focused on instrumental training incorporated in the public middle school curriculum in Italy that includes both individual, group and collective (orchestral) lessons several times a week. At three middle schools, we tested 285 preadolescent children (aged 10–14 years) with a test and questionnaire battery including adaptive tests for visuo-spatial working memory skills (with the Jack and Jill test), fluid intelligence (with a matrix reasoning test) and music-related perceptual and memory abilities (with listening tests). Of these children, 163 belonged to a music curriculum within the school and 122 to a standard curriculum. Significant differences between students of the music and standard curricula were found in both perceptual and cognitive domains, even when controlling for pre-existing individual differences in musical sophistication. The music children attending the third and last grade of middle school had better performance and showed the largest advantage compared to the control group on both audiovisual working memory and fluid intelligence. Furthermore, some gender differences were found for several tests and across groups in favor of females. The present results indicate that learning to play a musical instrument as part of the middle school curriculum represents a resource for preadolescent education. Even though the current evidence is not sufficient to establish the causality of the found effects, it can still guide future research evaluation with longitudinal data.
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Affiliation(s)
- Mariangela Lippolis
- Department of Teaching of Musical, Visual and Corporal Expression, University of Valencia, Valencia, Spain
- Mariangela Lippolis,
| | - Daniel Müllensiefen
- Department of Psychology, Goldsmiths, University of London, London, United Kingdom
| | - Klaus Frieler
- Department of Methodology, Max Planck Institute for Empirical Aesthetics, Frankfurt, Germany
| | - Benedetta Matarrelli
- Department of Clinical Medicine, Center for Music in the Brain (MIB), The Royal Academy of Music Aarhus and Aalborg, Aarhus University, Aarhus, Denmark
- Department of Education, Psychology, and Communication, University of Bari Aldo Moro, Bari, Italy
| | - Peter Vuust
- Department of Clinical Medicine, Center for Music in the Brain (MIB), The Royal Academy of Music Aarhus and Aalborg, Aarhus University, Aarhus, Denmark
| | - Rosalinda Cassibba
- Department of Education, Psychology, and Communication, University of Bari Aldo Moro, Bari, Italy
| | - Elvira Brattico
- Department of Clinical Medicine, Center for Music in the Brain (MIB), The Royal Academy of Music Aarhus and Aalborg, Aarhus University, Aarhus, Denmark
- Department of Education, Psychology, and Communication, University of Bari Aldo Moro, Bari, Italy
- *Correspondence: Elvira Brattico,
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3
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Fasano MC, Cabral J, Stevner A, Vuust P, Cantou P, Brattico E, Kringelbach ML. The early adolescent brain on music: Analysis of functional dynamics reveals engagement of orbitofrontal cortex reward system. Hum Brain Mapp 2022; 44:429-446. [PMID: 36069619 PMCID: PMC9842905 DOI: 10.1002/hbm.26060] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/29/2022] [Revised: 07/19/2022] [Accepted: 08/07/2022] [Indexed: 01/25/2023] Open
Abstract
Music listening plays a pivotal role for children and adolescents, yet it remains unclear how music modulates brain activity at the level of functional networks in this young population. Analysing the dynamics of brain networks occurring and dissolving over time in response to music can provide a better understanding of the neural underpinning of music listening. We collected functional magnetic resonance imaging (fMRI) data from 17 preadolescents aged 10-11 years while listening to two similar music pieces separated by periods without music. We subsequently tracked the occurrence of functional brain networks over the recording time using a recent method that detects recurrent patterns of phase-locking in the fMRI signals: the leading eigenvector dynamics analysis (LEiDA). The probabilities of occurrence and switching profiles of different functional networks were compared between periods of music and no music. Our results showed significantly increased occurrence of a specific functional network during the two music pieces compared to no music, involving the medial orbitofrontal and ventromedial prefrontal cortices-a brain subsystem associated to reward processing. Moreover, the higher the musical reward sensitivity of the preadolescents, the more this network was preceded by a pattern involving the insula. Our findings highlight the involvement of a brain subsystem associated with hedonic and emotional processing during music listening in the early adolescent brain. These results offer novel insight into the neural underpinnings of musical reward in early adolescence, improving our understanding of the important role and the potential benefits of music at this delicate age.
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Affiliation(s)
- Maria Celeste Fasano
- Department of Psychology and Behavioural SciencesAarhus UniversityAarhusDenmark,Center for Music in the Brain, Department of Clinical MedicineAarhus University & The Royal Academy of Music Aarhus/AalborgAarhusDenmark,Centre for Eudaimonia and Human FlourishingLinacre College, University of OxfordOxfordUK
| | - Joana Cabral
- Center for Music in the Brain, Department of Clinical MedicineAarhus University & The Royal Academy of Music Aarhus/AalborgAarhusDenmark,Centre for Eudaimonia and Human FlourishingLinacre College, University of OxfordOxfordUK,Life and Health Sciences Research Institute (ICVS), School of MedicineUniversity of MinhoBragaPortugal
| | - Angus Stevner
- Center for Music in the Brain, Department of Clinical MedicineAarhus University & The Royal Academy of Music Aarhus/AalborgAarhusDenmark
| | - Peter Vuust
- Center for Music in the Brain, Department of Clinical MedicineAarhus University & The Royal Academy of Music Aarhus/AalborgAarhusDenmark
| | - Pauline Cantou
- Center for Music in the Brain, Department of Clinical MedicineAarhus University & The Royal Academy of Music Aarhus/AalborgAarhusDenmark
| | - Elvira Brattico
- Center for Music in the Brain, Department of Clinical MedicineAarhus University & The Royal Academy of Music Aarhus/AalborgAarhusDenmark,Department of PsychologyEducational Sciences, Communication, University of BariBariItaly
| | - Morten L. Kringelbach
- Center for Music in the Brain, Department of Clinical MedicineAarhus University & The Royal Academy of Music Aarhus/AalborgAarhusDenmark,Centre for Eudaimonia and Human FlourishingLinacre College, University of OxfordOxfordUK,Department of PsychiatryUniversity of OxfordOxfordUK
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4
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Rodriguez-Gomez DA, Talero-Gutiérrez C. Effects of music training in executive function performance in children: A systematic review. Front Psychol 2022; 13:968144. [PMID: 36003104 PMCID: PMC9393548 DOI: 10.3389/fpsyg.2022.968144] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/13/2022] [Accepted: 07/15/2022] [Indexed: 11/16/2022] Open
Abstract
Music training has traditionally been a fundamental component of children's education across several cultures. Moreover, music training has been hypothesized to enhance the development of executive functions and improve executive performance in children. In this systematic review, we analyze the available evidence of the effects of music training on executive function performance, evaluated using validated neuropsychologic batteries and classic tasks. To achieve this objective, we performed a systematic search in three databases (PubMed, Ovid MEDLINE, and Scopus) and selected case-control or intervention studies conducted on children with neurotypical development. We analyzed 29 studies that met the inclusion criteria and observed significant heterogeneity among the music interventions and methods for assessing executive functions. The review of the available literature suggests a beneficial effect of music training in core executive function performance, primarily in inhibitory control, and to a lesser extent, in working memory and cognitive flexibility.
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Affiliation(s)
| | - Claudia Talero-Gutiérrez
- Neuroscience Research Group (NeURos), NeuroVitae Center for Neuroscience, School of Medicine and Health Sciences, Universidad del Rosario, Bogotá, Colombia
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5
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Bone JK, Bu F, Fluharty ME, Paul E, Sonke JK, Fancourt D. Arts and Cultural Engagement, Reportedly Antisocial or Criminalized Behaviors, and Potential Mediators in Two Longitudinal Cohorts of Adolescents. J Youth Adolesc 2022; 51:1463-1482. [PMID: 35318575 PMCID: PMC8940513 DOI: 10.1007/s10964-022-01591-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/09/2021] [Accepted: 02/15/2022] [Indexed: 10/25/2022]
Abstract
Arts and cultural engagement is a potential strategy for reducing or preventing reportedly antisocial or criminalized behaviors (those previously and problematically termed as "delinquent") in adolescence. However, most research to date has focused on arts-based interventions and has not tested arts and cultural engagement in large population-based longitudinal studies. This study investigated whether arts and cultural engagement reduced reportedly antisocial or criminalized behaviors in two large nationally representative cohorts, the National Longitudinal Study of Adolescent to Adult Health (n = 10,610; 50% female, 72% White, age range = 11-21 mean = 15.07) and the National Education Longitudinal Study of 1988 (n = 15,214; 50% female, 73% White, age range = 13-16 mean = 14.38). Structural equation modelling also allowed exploration of two potential mechanisms that might link arts and cultural engagement to reportedly antisocial or criminalized behaviors (self-control and attitudes towards these behaviors). More arts and cultural engagement was associated with fewer reportedly antisocial or criminalized behaviors, better self-control scores, and fewer positive perceptions of reportedly antisocial or criminalized behaviors concurrently and one to two years later. Arts and cultural engagement may provide opportunities for adolescents to realize positive developmental outcomes, reducing their risk of reportedly antisocial or criminalized behaviors.
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Affiliation(s)
- Jessica K Bone
- Research Department of Behavioural Science and Health, Institute of Epidemiology & Health Care, University College London, London, UK.
| | - Feifei Bu
- Research Department of Behavioural Science and Health, Institute of Epidemiology & Health Care, University College London, London, UK
| | - Meg E Fluharty
- Research Department of Behavioural Science and Health, Institute of Epidemiology & Health Care, University College London, London, UK
| | - Elise Paul
- Research Department of Behavioural Science and Health, Institute of Epidemiology & Health Care, University College London, London, UK
| | - Jill K Sonke
- Center for Arts in Medicine, University of Florida, Gainesville, Florida, US
| | - Daisy Fancourt
- Research Department of Behavioural Science and Health, Institute of Epidemiology & Health Care, University College London, London, UK
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Difference in Executive Functions Development Level between Two Groups: Preschool Children Who Took Extra Music Classes in Art Schools and Children Who Took Only General Music and Dance Classes Offered by Preschools. EDUCATION SCIENCES 2022. [DOI: 10.3390/educsci12020119] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/04/2023]
Abstract
Previous studies have shown that there is a positive correlation between attending music classes regularly and the development of executive functions. This paper discusses the results of a pilot study dedicated to determining the difference in the level of development of the components of executive functions (inhibitory control, cognitive flexibility, and working memory), between 5–6-year-old children taking extra music classes, and children who participated only in general music and dance education in kindergarten. A total of 94 senior preschoolers from Moscow kindergartens took part in the study. Children were selected into an “extra music lessons” group and a “general preschool music and dance lessons” group based on the results of a questionnaire on supplementary education, which was filled in by parents prior to the research starting. The respondents from the “extra music and dance lessons” group attended music classes in art schools at least two times a week, both in individual and group formats. The current study revealed that children attending regular extra music classes had a higher level of inhibitory control, audio–verbal working memory, cognitive flexibility, and general coordination of the development of all executive functions. The obtained results support the value of regular extra music classes at preschool age. Moreover, this pilot study allows us to articulate the recommendations for further research in this direction.
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7
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Putkinen V, Saarikivi K, Chan TMV, Tervaniemi M. Faster maturation of selective attention in musically trained children and adolescents: Converging behavioral and event-related potential evidence. Eur J Neurosci 2021; 54:4246-4257. [PMID: 33932235 DOI: 10.1111/ejn.15262] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/28/2020] [Revised: 04/15/2021] [Accepted: 04/15/2021] [Indexed: 11/28/2022]
Abstract
Previous work suggests that musical training in childhood is associated with enhanced executive functions. However, it is unknown whether this advantage extends to selective attention-another central aspect of executive control. We recorded a well-established event-related potential (ERP) marker of distraction, the P3a, during an audio-visual task to investigate the maturation of selective attention in musically trained children and adolescents aged 10-17 years and a control group of untrained peers. The task required categorization of visual stimuli, while a sequence of standard sounds and distracting novel sounds were presented in the background. The music group outperformed the control group in the categorization task and the younger children in the music group showed a smaller P3a to the distracting novel sounds than their peers in the control group. Also, a negative response elicited by the novel sounds in the N1/MMN time range (~150-200 ms) was smaller in the music group. These results indicate that the music group was less easily distracted by the task-irrelevant sound stimulation and gated the neural processing of the novel sounds more efficiently than the control group. Furthermore, we replicated our previous finding that, relative to the control group, the musically trained children and adolescents performed faster in standardized tests for inhibition and set shifting. These results provide novel converging behavioral and electrophysiological evidence from a cross-modal paradigm for accelerated maturation of selective attention in musically trained children and adolescents and corroborate the association between musical training and enhanced inhibition and set shifting.
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Affiliation(s)
- Vesa Putkinen
- Turku PET Centre, University of Turku, Turku, Finland
- Cognitive Brain Research Unit, Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Helsinki, Finland
| | - Katri Saarikivi
- Cognitive Brain Research Unit, Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Helsinki, Finland
- Cicero Learning, Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland
| | | | - Mari Tervaniemi
- Cognitive Brain Research Unit, Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Helsinki, Finland
- Cicero Learning, Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland
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8
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Holochwost SJ, Bose JH, Stuk E, Brown ED, Anderson KE, Wolf DP. Planting the Seeds: Orchestral Music Education as a Context for Fostering Growth Mindsets. Front Psychol 2021; 11:586749. [PMID: 33584419 PMCID: PMC7873363 DOI: 10.3389/fpsyg.2020.586749] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/24/2020] [Accepted: 11/25/2020] [Indexed: 11/13/2022] Open
Abstract
Growth mindset is an important aspect of children's socioemotional development and is subject to change due to environmental influence. Orchestral music education may function as a fertile context in which to promote growth mindset; however, this education is not widely available to children facing economic hardship. This study examined whether participation in a program of orchestral music education was associated with higher levels of overall growth mindset and greater change in levels of musical growth mindset among children placed at risk by poverty. After at least 2 years of orchestral participation, students reported significantly higher levels of overall growth mindset than their peers; participating students also reported statistically significant increases in musical growth mindset regardless of the number of years that they were enrolled in orchestral music education. These findings have implications for future research into specific pedagogical practices that may promote growth mindset in the context of orchestral music education and more generally for future studies of the extra-musical benefits of high-quality music education.
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Affiliation(s)
- Steven J Holochwost
- WolfBrown, Cambridge, MA, United States.,Department of Psychology, Lehman College, City University of New York, New York, NY, United States
| | - Judith Hill Bose
- Longy School of Music of Bard College, Cambridge, MA, United States
| | | | - Eleanor D Brown
- Department of Psychology, West Chester University, West Chester, PA, United States
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9
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Ye P, Huang Z, Zhou H, Tang Q. Music-based intervention to reduce aggressive behavior in children and adolescents: A meta-analysis. Medicine (Baltimore) 2021; 100:e23894. [PMID: 33530185 PMCID: PMC7850739 DOI: 10.1097/md.0000000000023894] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/03/2020] [Accepted: 11/25/2020] [Indexed: 01/05/2023] Open
Abstract
BACKGROUND We aimed to evaluate the effect of music-based intervention on the aggressive behavior in children and adolescents, and made a comparison of music medicine and music therapy. METHODS We searched PubMed (MEDLINE), Ovid-Embase, and the Cochrane Central Register of Controlled Trials (CENTRAL) to identify relevant studies. Standardized mean differences (SMDs) were estimated with random-effect model. RESULTS We included 10 studies and found a significant decrease of aggressive behavior (SMD = -0.99; 95% CI = -1.42 to -0.56) and a significant increase of self-control (SMD = 0.56; 95% CI: 0.19 to 0.93) in the music-based intervention group compared with the control group. The aggressive behavior was significantly decreased in the music therapy group compared with the control group (SMD = -1.79; 95% CI = -3.23 to -0.35); while, no difference was observed between music medicine group and control group. Sub-group analyses exhibited a more efficacious in reducing aggressive behavior in the children received ≥2 sessions per week, the children with a mean age > 10 years, the children whose behavior were reported by teachers, and the children with aggressive behavior before intervention. Sensitivity analyses yielded similar results. CONCLUSION Music-based intervention seemed to be more efficacious for reducing aggression and increasing self-control in children and adolescents, especially music therapy.
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Affiliation(s)
| | - Zhaohui Huang
- Anhui Provincial Center for Women and Child Health, Hefei, Anhui, China
| | - Huan Zhou
- Bengbu Medical University
- National Drug Clinical Trial Institution, the First Affiliated Hospital of Bengbu Medical University, Bengbu
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10
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Abstract
Music training has repeatedly been claimed to positively impact children's cognitive skills and academic achievement (literacy and mathematics). This claim relies on the assumption that engaging in intellectually demanding activities fosters particular domain-general cognitive skills, or even general intelligence. The present meta-analytic review (N = 6,984, k = 254, m = 54) shows that this belief is incorrect. Once the quality of study design is controlled for, the overall effect of music training programs is null ([Formula: see text] ≈ 0) and highly consistent across studies (τ2 ≈ 0). Results of Bayesian analyses employing distributional assumptions (informative priors) derived from previous research in cognitive training corroborate these conclusions. Small statistically significant overall effects are obtained only in those studies implementing no random allocation of participants and employing non-active controls ([Formula: see text] ≈ 0.200, p < .001). Interestingly, music training is ineffective regardless of the type of outcome measure (e.g., verbal, non-verbal, speed-related, etc.), participants' age, and duration of training. Furthermore, we note that, beyond meta-analysis of experimental studies, a considerable amount of cross-sectional evidence indicates that engagement in music has no impact on people's non-music cognitive skills or academic achievement. We conclude that researchers' optimism about the benefits of music training is empirically unjustified and stems from misinterpretation of the empirical data and, possibly, confirmation bias.
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Affiliation(s)
- Giovanni Sala
- Institute for Comprehensive Medical Science (ICMS), Fujita Health University, Toyoake, Aichi, Japan
| | - Fernand Gobet
- Centre for Philosophy of Natural and Social Science, London School of Economics and Political Science, London, WC2A 2AE, UK.
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11
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Castillo-Eito L, Armitage CJ, Norman P, Day MR, Dogru OC, Rowe R. How can adolescent aggression be reduced? A multi-level meta-analysis. Clin Psychol Rev 2020; 78:101853. [PMID: 32402919 DOI: 10.1016/j.cpr.2020.101853] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/24/2019] [Revised: 02/27/2020] [Accepted: 04/09/2020] [Indexed: 12/12/2022]
Abstract
Aggressive behaviour among adolescents has significant social and economic costs. Numerous attempts have been made to intervene to reduce aggression in adolescents. However, little is known about what factors enhance or diminish intervention effectiveness. The present systematic review and meta-analysis, therefore, seeks to quantify the effectiveness of interventions to reduce aggressive behaviour in adolescents and to identify when and for whom such interventions work best. Sixteen databases were searched for randomised controlled trials that assessed interventions to reduce aggression among adolescents. After screening 9795 records, 95 studies were included. A multi-level meta-analysis found a significant overall small-to-medium effect size (d = 0.28; 95% CI [0.17, 0.39]). More effective interventions were of shorter duration, were conducted in the Middle East, were targeted at adolescents with higher levels of risk, and were facilitated by intervention professionals. Potentially active ingredients were classified using the Behaviour Change Technique Taxonomy. Behavioural practice and problem solving were components of more effective interventions targeted at the general population. Overall the findings indicate that psychosocial interventions are effective in reducing adolescent aggression. Future trials need to assess the effect of individual techniques and their combination to identify the key components that can reduce aggression in adolescents.
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Affiliation(s)
- Laura Castillo-Eito
- Department of Psychology, The University of Sheffield, Cathedral Court, 1 Vicar Lane, Sheffield S1 2LT, United Kingdom.
| | - Christopher J Armitage
- Manchester Centre for Health Psychology, School of Health Sciences, University of Manchester, M13 9PL, United Kingdom; Manchester University NHS Foundation Trust, Manchester Academic Health Science Centre, Manchester, M13 9PL, United Kingdom.
| | - Paul Norman
- Department of Psychology, The University of Sheffield, Cathedral Court, 1 Vicar Lane, Sheffield S1 2LT, United Kingdom.
| | - Marianne R Day
- Department of Psychology, The University of Sheffield, Cathedral Court, 1 Vicar Lane, Sheffield S1 2LT, United Kingdom.
| | - Onur C Dogru
- Department of Psychology, The University of Sheffield, Cathedral Court, 1 Vicar Lane, Sheffield S1 2LT, United Kingdom.
| | - Richard Rowe
- Department of Psychology, The University of Sheffield, Cathedral Court, 1 Vicar Lane, Sheffield S1 2LT, United Kingdom.
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12
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Fasano MC, Semeraro C, Cassibba R, Kringelbach ML, Monacis L, de Palo V, Vuust P, Brattico E. Short-Term Orchestral Music Training Modulates Hyperactivity and Inhibitory Control in School-Age Children: A Longitudinal Behavioural Study. Front Psychol 2019; 10:750. [PMID: 31001182 PMCID: PMC6457347 DOI: 10.3389/fpsyg.2019.00750] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/23/2018] [Accepted: 03/18/2019] [Indexed: 11/24/2022] Open
Abstract
Survey studies have shown that participating in music groups produces several benefits, such as discipline, cooperation and responsibility. Accordingly, recent longitudinal studies showed that orchestral music training has a positive impact on inhibitory control in school-age children. However, most of these studies examined long periods of training not always feasible for all families and institutions and focused on children’s measures ignoring the viewpoint of the teachers. Considering the crucial role of inhibitory control on hyperactivity, inattention and impulsivity, we wanted to explore if short orchestral music training would promote a reduction of these impulsive behaviors in children. This study involved 113 Italian children from 8 to 10 years of age. 55 of them attended 3 months of orchestral music training. The training included a 2-hour lesson per week at school and a final concert. The 58 children in the control group did not have any orchestral music training. All children were administered tests and questionnaires measuring inhibitory control and hyperactivity near the beginning and end of the 3-month training period. We also collected information regarding the levels of hyperactivity of the children as perceived by the teachers at both time points. Children in the music group showed a significant improvement in inhibitory control. Moreover, in the second measurement the control group showed an increase in self-reported hyperactivity that was not found in the group undergoing the music training program. This change was not noticed by the teachers, implying a discrepancy between self-reported and observed behavior at school. Our results suggest that even an intense and brief period of orchestral music training is sufficient to facilitate the development of inhibitory control by modulating the levels of self-reported hyperactivity. This research has implications for music pedagogy and education especially in children with high hyperactivity. Future investigations will test whether the findings can be extended to children diagnosed with ADHD.
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Affiliation(s)
- Maria C Fasano
- Center for Music in the Brain, Department of Clinical Medicine, Aarhus University - The Royal Academy of Music, Aarhus, Denmark
| | - Cristina Semeraro
- Department of Psychology, Educational Sciences, Communication, University of Bari, Bari, Italy
| | - Rosalinda Cassibba
- Department of Psychology, Educational Sciences, Communication, University of Bari, Bari, Italy
| | - Morten L Kringelbach
- Center for Music in the Brain, Department of Clinical Medicine, Aarhus University - The Royal Academy of Music, Aarhus, Denmark.,Department of Psychiatry, University of Oxford, Oxford, United Kingdom.,Institut D'études Avancées de Paris, Paris, France
| | - Lucia Monacis
- Department of Humanities, University of Foggia, Foggia, Italy
| | - Valeria de Palo
- Department of Humanities, University of Foggia, Foggia, Italy
| | - Peter Vuust
- Center for Music in the Brain, Department of Clinical Medicine, Aarhus University - The Royal Academy of Music, Aarhus, Denmark
| | - Elvira Brattico
- Center for Music in the Brain, Department of Clinical Medicine, Aarhus University - The Royal Academy of Music, Aarhus, Denmark
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13
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Bostic JQ, Thomas CR, Beresin EV, Rostain AL, Kaye DL. Make a Joyful Noise: Integrating Music into Child Psychiatry Evaluation and Treatment. Child Adolesc Psychiatr Clin N Am 2019; 28:195-207. [PMID: 30832952 DOI: 10.1016/j.chc.2018.11.003] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
Music is a significant part of daily life for most youth, affording clinical opportunities to cultivate positive emotions, engagement, relationships, meaning, and accomplishment. Clinical inquiry into what types of music elicit different emotions, how music fits into daily life routines, how music connects one to others, and how music anchors life events can improve the clinician-patient alliance and patient well-being practices. Music may be useful in home and school settings to help youth manage diverse moods. Practicing an instrument effectively accelerates accomplishment and pleasure, which applies to other life activities.
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Affiliation(s)
- Jeff Q Bostic
- Department of Psychiatry, MedStar Georgetown University Hospital, 2115 Wisconsin Avenue, Northwest, Suite 200, Washington, DC 20007, USA.
| | - Christopher R Thomas
- Department of Psychiatry and Behavioral Sciences, University of Texas Medical Branch-Galveston, 301 University Boulevard, Galveston, TX 77555-0193, USA
| | - Eugene V Beresin
- Department of Psychiatry, Massachusetts General Hospital, Harvard University, 55 Fruit St., Boston, MA 02114, USA
| | - Anthony L Rostain
- Department of Psychiatry, Perelman School of Medicine, University of Pennsylvania, 3535 Market Street, Room 2007, Philadelphia, PA 19104, USA
| | - David L Kaye
- Department of Psychiatry, University at Buffalo Jacobs School of Medicine, 462 Grider St, Buffalo NY 14215, USA
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14
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Cook CJ, Howard SJ, Scerif G, Twine R, Kahn K, Norris SA, Draper CE. Associations of physical activity and gross motor skills with executive function in preschool children from low-income South African settings. Dev Sci 2019; 22:e12820. [DOI: 10.1111/desc.12820] [Citation(s) in RCA: 49] [Impact Index Per Article: 9.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/27/2018] [Revised: 02/08/2019] [Accepted: 02/08/2019] [Indexed: 11/28/2022]
Affiliation(s)
- Caylee J. Cook
- Division of Exercise Science and Sports Medicine, Department of Human Biology; University of Cape Town; Cape Town South Africa
| | - Steven J. Howard
- Early Start and School of Education; University of Wollongong; Wollongong NSW Australia
| | - Gaia Scerif
- Department of Experimental Psychology; University of Oxford; Oxford UK
| | - Rhian Twine
- MRC/Wits Rural Public Health and Health Transitions Research Unit (Agincourt), School of Public Health, Faculty of Health Sciences; University of the Witwatersrand; Johannesburg South Africa
| | - Kathleen Kahn
- MRC/Wits Rural Public Health and Health Transitions Research Unit (Agincourt), School of Public Health, Faculty of Health Sciences; University of the Witwatersrand; Johannesburg South Africa
- Umeå Centre for Global Health Research, Umeå University; Umeå Sweden
| | - Shane A. Norris
- MRC/Wits Developmental Pathways for Health Research Unit, Faculty of Health Sciences; University of the Witwatersrand; Johannesburg South Africa
| | - Catherine E. Draper
- Division of Exercise Science and Sports Medicine, Department of Human Biology; University of Cape Town; Cape Town South Africa
- MRC/Wits Developmental Pathways for Health Research Unit, Faculty of Health Sciences; University of the Witwatersrand; Johannesburg South Africa
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15
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Abstract
Responding to Max Weber’s dour predictions, we enlist Antonio Gramsci’s optimism to suggest how culture can spike development. Weber’s sociological focus took culture to mean shared beliefs and practices. As a culture that derives from the Protestant Ethic, capitalism waged a “war on pleasure.” Weber warned that this unfeeling rationality would generate an “iron cage” to trap our humanity, but his book has been read, paradoxically, as a manual for the lock down. Gramsci, on the contrary, understood culture in its humanistic sense, as a field of aesthetic pleasure, innovation, and debate. For him, a precondition for transformational social change was the broad engagement of masses as empowered collectives (Weber favored charismatic leaders); and pleasure in idiosyncratic forms of artistic as well as rooted expression was the fuel for participating in personal and shared advances. This pleasure in art and collective interpretation contrasts with the exclusionary rituals of commodified pleasure typical of capitalist consumerism. Gramsci’s confidence in the transformational role of creative culture provides a framework for understanding a new wave of inclusive artistic practices that originate in the Global South and that revive the arts as vehicles for active citizenship. Participatory art can re-enchant today’s sorely disenchanted socio-cultural world of mature capitalism.
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16
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Cid A. Interventions Using Regular Activities to Engage High-Risk School-Age Youth: a Review of After-School Programs in Latin America and the Caribbean. PREVENTION SCIENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR PREVENTION RESEARCH 2018; 18:879-886. [PMID: 27631693 DOI: 10.1007/s11121-016-0708-6] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
In this paper, I review an issue that is an urgent challenge in the development field-the effectiveness of after-school programs for preventing school-age youth violence in vulnerable settings in Latin American and the Caribbean. These programs have proliferated in the region and include sports, recreation, music, tutoring, and other focused activities. Given their popularity and because they target known risk factors for violence (such as drop-out from school, poor academic performance, lack of motivation, too much idle time, low quality and quantity of adult supervision, and social isolation), it is critical to examine empirically whether they can be effective prevention strategies. Unfortunately, most rigorous trials of after-school interventions to prevent youth violence have been conducted in developed countries, with far fewer in Latin America. In this review, a broad range of databases was searched systematically. Only six studies in five Latin American and Caribbean countries were identified. Reported results indicate at least some benefits for youth behavior, although not across all youth. Additional concerns regarding how these programs are implemented and whether specific components can be tied to violence prevention are noted. The need for more rigorous evaluation of these programs is noted.
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Affiliation(s)
- Alejandro Cid
- Center for Applied Research on Economics, Universidad de Montevideo, Prudencio de Pena 2544, Montevideo, ZIP CODE 11600, Uruguay.
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17
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Sachs M, Kaplan J, Der Sarkissian A, Habibi A. Increased engagement of the cognitive control network associated with music training in children during an fMRI Stroop task. PLoS One 2017; 12:e0187254. [PMID: 29084283 PMCID: PMC5662181 DOI: 10.1371/journal.pone.0187254] [Citation(s) in RCA: 53] [Impact Index Per Article: 7.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/05/2017] [Accepted: 10/17/2017] [Indexed: 12/01/2022] Open
Abstract
Playing a musical instrument engages various sensorimotor processes and draws on cognitive capacities collectively termed executive functions. However, while music training is believed to associated with enhancements in certain cognitive and language abilities, studies that have explored the specific relationship between music and executive function have yielded conflicting results. As part of an ongoing longitudinal study, we investigated the effects of music training on executive function using fMRI and several behavioral tasks, including the Color-Word Stroop task. Children involved in ongoing music training (N = 14, mean age = 8.67) were compared with two groups of comparable general cognitive abilities and socioeconomic status, one involved in sports ("sports" group, N = 13, mean age = 8.85) and another not involved in music or sports ("control" group, N = 17, mean age = 9.05). During the Color-Word Stroop task, children with music training showed significantly greater bilateral activation in the pre-SMA/SMA, ACC, IFG, and insula in trials that required cognitive control compared to the control group, despite no differences in performance on behavioral measures of executive function. No significant differences in brain activation or in task performance were found between the music and sports groups. The results suggest that systematic extracurricular training, particularly music-based training, is associated with changes in the cognitive control network in the brain even in the absence of changes in behavioral performance.
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Affiliation(s)
- Matthew Sachs
- Brain and Creativity Institute, Dornsife College of Letters, Arts and Sciences, University of Southern California, Los Angeles, California, United States of America
| | - Jonas Kaplan
- Brain and Creativity Institute, Dornsife College of Letters, Arts and Sciences, University of Southern California, Los Angeles, California, United States of America
| | - Alissa Der Sarkissian
- Brain and Creativity Institute, Dornsife College of Letters, Arts and Sciences, University of Southern California, Los Angeles, California, United States of America
| | - Assal Habibi
- Brain and Creativity Institute, Dornsife College of Letters, Arts and Sciences, University of Southern California, Los Angeles, California, United States of America
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