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Zanto TP, Giannakopoulou A, Gallen CL, Ostrand AE, Younger JW, Anguera-Singla R, Anguera JA, Gazzaley A. Digital rhythm training improves reading fluency in children. Dev Sci 2024; 27:e13473. [PMID: 38193394 DOI: 10.1111/desc.13473] [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: 01/30/2023] [Revised: 12/06/2023] [Accepted: 12/11/2023] [Indexed: 01/10/2024]
Abstract
Musical instrument training has been linked to improved academic and cognitive abilities in children, but it remains unclear why this occurs. Moreover, access to instrument training is not always feasible, thereby leaving less fortunate children without opportunity to benefit from such training. Although music-based video games may be more accessible to a broader population, research is lacking regarding their benefits on academic and cognitive performance. To address this gap, we assessed a custom-designed, digital rhythm training game as a proxy for instrument training to evaluate its ability to engender benefits in math and reading abilities. Furthermore, we tested for changes in core cognitive functions related to math and reading to inform how rhythm training may facilitate improved academic abilities. Classrooms of 8-9 year old children were randomized to receive either 6 weeks of rhythm training (N = 32) or classroom instruction as usual (control; N = 21). Compared to the control group, results showed that rhythm training improved reading, but not math, fluency. Assessments of cognition showed that rhythm training also led to improved rhythmic timing and language-based executive function (Stroop task), but not sustained attention, inhibitory control, or working memory. Interestingly, only the improvements in rhythmic timing correlated with improvements in reading ability. Together, these results provide novel evidence that a digital platform may serve as a proxy for musical instrument training to facilitate reading fluency in children, and that such reading improvements are related to enhanced rhythmic timing ability and not other cognitive functions associated with reading performance. RESEARCH HIGHLIGHTS: Digital rhythm training in the classroom can improve reading fluency in 8-9 year old children Improvements in reading fluency were positively correlated with enhanced rhythmic timing ability Alterations in reading fluency were not predicted by changes in other executive functions that support reading A digital platform may be a convenient and cost-effective means to provide musical rhythm training, which in turn, can facilitate academic skills.
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Affiliation(s)
- Theodore P Zanto
- Department of Neurology, University of California-San Francisco, San Francisco, California, USA
- Neuroscape, University of California-San Francisco, San Francisco, California, USA
| | | | - Courtney L Gallen
- Department of Neurology, University of California-San Francisco, San Francisco, California, USA
- Neuroscape, University of California-San Francisco, San Francisco, California, USA
| | - Avery E Ostrand
- Department of Neurology, University of California-San Francisco, San Francisco, California, USA
- Neuroscape, University of California-San Francisco, San Francisco, California, USA
| | - Jessica W Younger
- Department of Neurology, University of California-San Francisco, San Francisco, California, USA
- Neuroscape, University of California-San Francisco, San Francisco, California, USA
| | - Roger Anguera-Singla
- Department of Neurology, University of California-San Francisco, San Francisco, California, USA
- Neuroscape, University of California-San Francisco, San Francisco, California, USA
| | - Joaquin A Anguera
- Department of Neurology, University of California-San Francisco, San Francisco, California, USA
- Neuroscape, University of California-San Francisco, San Francisco, California, USA
- Department of Psychiatry, University of California-San Francisco, San Francisco, California, USA
| | - Adam Gazzaley
- Department of Neurology, University of California-San Francisco, San Francisco, California, USA
- Neuroscape, University of California-San Francisco, San Francisco, California, USA
- Department of Psychiatry, University of California-San Francisco, San Francisco, California, USA
- Department of Physiology, University of California-San Francisco, San Francisco, California, USA
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Ito K, Watanabe T, Horinouchi T, Matsumoto T, Yunoki K, Ishida H, Kirimoto H. Higher synchronization stability with piano experience: relationship with finger and presentation modality. J Physiol Anthropol 2023; 42:10. [PMID: 37337272 DOI: 10.1186/s40101-023-00327-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/01/2023] [Accepted: 06/09/2023] [Indexed: 06/21/2023] Open
Abstract
BACKGROUND Synchronous finger tapping to external sensory stimuli is more stable for audiovisual combined stimuli than sole auditory or visual stimuli. In addition, piano players are superior in synchronous tapping and manipulating the ring and little fingers as compared to inexperienced individuals. However, it is currently unknown whether the ability to synchronize to external sensory stimuli with the ring finger is at the level of the index finger in piano players. The aim of this study was to compare the effect of piano experience on synchronization stability between the index and ring fingers using auditory, visual, and audiovisual combined stimuli. METHODS Thirteen piano players and thirteen novices participated in this study. They were instructed to tap with their index or ring finger synchronously to auditory, visual, and audiovisual combined stimuli. The stimuli were presented from an electronic metronome at 1 Hz, and the tapping was performed 30 times in each condition. We analyzed standard deviation of intervals between the stimulus onset and the tap onset as synchronization stability. RESULTS Synchronization stability for visual stimuli was lower during ring than index finger tapping in novices; however, this decline was absent in piano players. Also, piano players showed the higher synchronization stability for audiovisual combined stimuli than sole visual and auditory stimuli when tapping with the index finger. On the other hand, in novices, synchronization stability was higher for audiovisual combined stimuli than only visual stimuli. CONCLUSIONS These findings suggest that improvements of both sensorimotor processing and finger motor control by piano practice would contribute to superior synchronization stability.
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Affiliation(s)
- Kanami Ito
- Department of Sensorimotor Neuroscience, Graduate School of Biomedical and Health Sciences, Hiroshima University, 1-2-3 Kasumi, Minami-Ku, Hiroshima, 734-8553, Japan
| | - Tatsunori Watanabe
- Department of Sensorimotor Neuroscience, Graduate School of Biomedical and Health Sciences, Hiroshima University, 1-2-3 Kasumi, Minami-Ku, Hiroshima, 734-8553, Japan.
- Faculty of Health Sciences, Aomori University of Health and Welfare, 58-1 Mase, Hamadate, Aomori, 030-8505, Japan.
| | - Takayuki Horinouchi
- Department of Sensorimotor Neuroscience, Graduate School of Biomedical and Health Sciences, Hiroshima University, 1-2-3 Kasumi, Minami-Ku, Hiroshima, 734-8553, Japan
| | - Takuya Matsumoto
- Department of Sensorimotor Neuroscience, Graduate School of Biomedical and Health Sciences, Hiroshima University, 1-2-3 Kasumi, Minami-Ku, Hiroshima, 734-8553, Japan
- Faculty of Health Sciences, Tokyo Kasei University, 2-15-1 Inariyama, Sayama, Saitama, 350-1394, Japan
| | - Keisuke Yunoki
- Department of Sensorimotor Neuroscience, Graduate School of Biomedical and Health Sciences, Hiroshima University, 1-2-3 Kasumi, Minami-Ku, Hiroshima, 734-8553, Japan
| | - Haruki Ishida
- Department of Sensorimotor Neuroscience, Graduate School of Biomedical and Health Sciences, Hiroshima University, 1-2-3 Kasumi, Minami-Ku, Hiroshima, 734-8553, Japan
| | - Hikari Kirimoto
- Department of Sensorimotor Neuroscience, Graduate School of Biomedical and Health Sciences, Hiroshima University, 1-2-3 Kasumi, Minami-Ku, Hiroshima, 734-8553, Japan.
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