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Vetere G, Williams G, Ballard C, Creese B, Hampshire A, Palmer A, Pickering E, Richards M, Brooker H, Corbett A. The relationship between playing musical instruments and cognitive trajectories: Analysis from a UK ageing cohort. Int J Geriatr Psychiatry 2024; 39:e6061. [PMID: 38281509 DOI: 10.1002/gps.6061] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/16/2023] [Accepted: 01/10/2024] [Indexed: 01/30/2024]
Abstract
BACKGROUND The accumulation of age-associated cognitive deficits can lead to Mild Cognitive Impairment (MCI) and dementia. This is a major public health issue for the modern ageing population, as it impairs health, independence and overall quality of life. Keeping the brain active during life has been associated with an increased cognitive reserve, therefore reducing the risk of cognitive impairment in older age. Previous research has identified a potential relationship between musicality and cognition. OBJECTIVES Explore the relationship between musicality and cognitive function in a large cohort of older adults. METHODS This was a nested study within the PROTECT-UK cohort, which collects longitudinal computerised assessments of cognitive function in adults over 40. Participants were invited to complete the validated Edinburgh Lifetime Musical Experience Questionnaire (ELMEQ) to assess their musical experience and lifetime exposure to music. Linear regression analysis was performed using cognitive data from PROTECT-UK. RESULTS Analysis identified an association between musicality and cognition in this cohort. Playing a musical instrument was associated with significantly better performance in working memory and executive function. Significant associations were also found between singing and executive function, and between overall musical ability and working memory. CONCLUSIONS Our findings confirm previous literature, highlighting the potential value of education and engagement in musical activities throughout life as a means of harnessing cognitive reserve as part of a protective lifestyle for brain health.
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Affiliation(s)
- Gaia Vetere
- University of Exeter Medical School, University of Exeter, Exeter, UK
| | - Gareth Williams
- Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, UK
| | - Clive Ballard
- University of Exeter Medical School, University of Exeter, Exeter, UK
| | - Byron Creese
- Division of Psychology, Department of Life Sciences, Brunel University, London, UK
| | - Adam Hampshire
- Division of Brain Sciences, & Dementia Research Institute Care Research & Technology Centre, Imperial College London, London, UK
| | - Abbie Palmer
- University of Exeter Medical School, University of Exeter, Exeter, UK
| | - Ellie Pickering
- University of Exeter Medical School, University of Exeter, Exeter, UK
| | - Megan Richards
- University of Exeter Medical School, University of Exeter, Exeter, UK
| | | | - Anne Corbett
- University of Exeter Medical School, University of Exeter, Exeter, UK
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Andrade PE, Müllensiefen D, Andrade OVCA, Dunstan J, Zuk J, Gaab N. Sequence Processing in Music Predicts Reading Skills in Young Readers: A Longitudinal Study. JOURNAL OF LEARNING DISABILITIES 2024; 57:43-60. [PMID: 36935627 DOI: 10.1177/00222194231157722] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/18/2023]
Abstract
Musical abilities, both in the pitch and temporal dimension, have been shown to be positively associated with phonological awareness and reading abilities in both children and adults. There is increasing evidence that the relationship between music and language relies primarily on the temporal dimension, including both meter and rhythm. It remains unclear to what extent skill level in these temporal aspects of music may uniquely contribute to the prediction of reading outcomes. A longitudinal design was used to test a group-administered musical sequence transcription task (MSTT). This task was designed to preferentially engage sequence processing skills while controlling for fine-grained pitch discrimination and rhythm in terms of temporal grouping. Forty-five children, native speakers of Portuguese (Mage = 7.4 years), completed the MSTT and a cognitive-linguistic protocol that included visual and auditory working memory tasks, as well as phonological awareness and reading tasks in second grade. Participants then completed reading assessments in third and fifth grades. Longitudinal regression models showed that MSTT and phonological awareness had comparable power to predict reading. The MSTT showed an overall classification accuracy for identifying low-achievement readers in Grades 2, 3, and 5 that was analogous to a comprehensive model including core predictors of reading disability. In addition, MSTT was the variable with the highest loading and the most discriminatory indicator of a phonological factor. These findings carry implications for the role of temporal sequence processing in contributing to the relationship between music and language and the potential use of MSTT as a language-independent, time- and cost-effective tool for the early identification of children at risk of reading disability.
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Gutiérrez Cisneros A, Roussey J, Inbar T, Fratacci A, Frey A. Impact of Daily Choral Singing and Creative Writing Activities on the Cognitive Development of Second-, Third-, and Fourth-Grade French Children from Low Socioeconomic Backgrounds. CHILDREN (BASEL, SWITZERLAND) 2023; 10:1515. [PMID: 37761478 PMCID: PMC10528865 DOI: 10.3390/children10091515] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/01/2023] [Revised: 08/25/2023] [Accepted: 09/04/2023] [Indexed: 09/29/2023]
Abstract
In France, around one-fifth of children have reading difficulties, and school results are highly dependent on their socio-economic status. In this context, the need for alternative and innovative teaching techniques holds importance, and more artistic approaches are promising. The aim of this study was to assess the impact of a daily choral singing or creative writing practice on the cognitive and linguistic development of French children from disadvantaged backgrounds. Eighty children participated in this longitudinal study, for whom we measured several cognitive and linguistic skills at the beginning (pre-test) and end (post-test) of the school year. The results showed that children in "singing" classes improved both their reading skills and processing speed, while those in "writing" classes improved their reading skills and vocabulary. These results open up new avenues of learning support, specifically for children with difficulties.
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Affiliation(s)
- Angélica Gutiérrez Cisneros
- Laboratoire de Neurosciences Cognitives (LNC), CNRS, Aix-Marseille University, 13003 Marseille, France; (A.G.C.); (J.R.); (T.I.)
| | - Juliette Roussey
- Laboratoire de Neurosciences Cognitives (LNC), CNRS, Aix-Marseille University, 13003 Marseille, France; (A.G.C.); (J.R.); (T.I.)
| | - Talya Inbar
- Laboratoire de Neurosciences Cognitives (LNC), CNRS, Aix-Marseille University, 13003 Marseille, France; (A.G.C.); (J.R.); (T.I.)
| | - Althea Fratacci
- Laboratoire de Psychologie et NeuroCognition, UMR CNRS 5105, Université Grenoble Alpes, CEDEX 9, 38058 Grenoble, France;
| | - Aline Frey
- Laboratoire de Neurosciences Cognitives (LNC), CNRS, Aix-Marseille University, 13003 Marseille, France; (A.G.C.); (J.R.); (T.I.)
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Wang X, Soshi T, Yamashita M, Kakihara M, Tsutsumi T, Iwasaki S, Sekiyama K. Effects of a 10-week musical instrument training on cognitive function in healthy older adults: implications for desirable tests and period of training. Front Aging Neurosci 2023; 15:1180259. [PMID: 37649718 PMCID: PMC10463729 DOI: 10.3389/fnagi.2023.1180259] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/05/2023] [Accepted: 07/25/2023] [Indexed: 09/01/2023] Open
Abstract
Introduction Previous studies have shown that musical instrument training programs of 16 or more weeks improve verbal memory (Logical Memory Test delayed recall), processing speed (Digit Symbol Coding Test), and executive function (Trail Making Test Part B) of musically untrained healthy older adults. However, it is unclear whether shorter-period instrument training can yield similar effects. We sought to (1) verify those results and (2) clarify if intervention effects could be detected using other measures such as reaction time. Methods Healthy older adults (mean age = 73.28 years) were pseudo-randomly assigned to an untrained control group (n = 30) or an intervention group (n = 30) that received a weekly 10-session musical instrument training program (using melodica). We conducted neuropsychological tests on which intervention effects or association with musical training were reported in previous studies. We newly included two reaction time tasks to assess verbal working memory (Sternberg task) and rhythm entrainment (timing task). Intervention effects were determined using a "group × time" analysis of variance (ANOVA). Results The intervention effects were detected on the reaction time in Sternberg task and phonological verbal fluency. Although intervention effects had been reported on Logical Memory test, Digit Symbol Coding Test and Trail Making Test in previous studies with longer training periods, the present study did not show such effects. Instead, the test-retest practice effect, indicated by significant improvement in the control group, was significant on these tests. Discussion The present results indicated the usefulness of working memory assessments (Verbal Fluency Test and Sternberg task) in detecting the effects of short-term melodica training in healthy older adults. The practice effect detected on those three tasks may be due to the shorter interval between pre- and post-intervention assessments and may have obscured intervention effects. Additionally, the findings suggested the requirement for an extended interval between pre- and post-tests to capture rigorous intervention effects, although this should be justified by a manipulation of training period.
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Affiliation(s)
- Xueyan Wang
- Graduate School of Advanced Integrated Studies in Human Survivability, Kyoto University, Kyoto, Japan
| | - Takahiro Soshi
- Graduate School of Advanced Integrated Studies in Human Survivability, Kyoto University, Kyoto, Japan
| | - Masatoshi Yamashita
- Graduate School of Advanced Integrated Studies in Human Survivability, Kyoto University, Kyoto, Japan
| | - Marcelo Kakihara
- Graduate School of Advanced Integrated Studies in Human Survivability, Kyoto University, Kyoto, Japan
| | - Takanobu Tsutsumi
- Center for Genomic Medicine, Graduate School of Medicine, Kyoto University, Kyoto, Japan
| | - Shoko Iwasaki
- Graduate School of Advanced Integrated Studies in Human Survivability, Kyoto University, Kyoto, Japan
| | - Kaoru Sekiyama
- Graduate School of Advanced Integrated Studies in Human Survivability, Kyoto University, Kyoto, Japan
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5
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Wu JH, Yang CY, Chang YC, Shan YC. Effects of Near-Infrared Pulsed Light on the Attention of Human Beings Using Electroencephalography. Life (Basel) 2023; 13:1490. [PMID: 37511867 PMCID: PMC10381890 DOI: 10.3390/life13071490] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/19/2023] [Revised: 06/21/2023] [Accepted: 06/30/2023] [Indexed: 07/30/2023] Open
Abstract
In our previous studies, photobiomodulation (PBM) stimulation can induce significant brain activation in normal subjects. In an open-eye study, the PBM stimulation was able to increase the power of alpha rhythms and theta waves, as well as decrease the beta activities after PBM stimulation. However, in the closed eyes study, the alpha rhythms in the laser group were reduced. This means the PBM stimulation can induce specific brainwaves under different conditions. Thus, to investigate the effects of PBM stimulation on human's attention, forty students were recruited in this single-blind randomized trial. A PBM stimulator, with seven pcs laser diodes (LDs), frequency 10 Hz, 30 mW/each LD, and wavelength 830 nm, was used to radiate the palm of the subject. PBM stimulation was found to induce significant variation in beta activity in most of the regions of the brain in the laser group. Compared to the placebo group, the PBM stimulation has a significant change in beta activity on electroencephalography (EEG). Three types of tests, the random number test, the Stroop color-word test, and the Multiple-Dimension Attention Test (MDAT), were used to evaluate the effects of the PBM stimulation. The scores of MDAT in the laser group increased more significantly than those in the placebo group after PBM stimulation (p < 0.01). An improvement in attention was observed in this study.
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Affiliation(s)
- Jih-Huah Wu
- Department of Biomedical Engineering, Ming Chuan University, No. 5, Deming Rd., Gweishan Township, Taoyuan 333, Taiwan
| | - Chia-Yen Yang
- Department of Biomedical Engineering, Ming Chuan University, No. 5, Deming Rd., Gweishan Township, Taoyuan 333, Taiwan
| | - Yang-Chyuan Chang
- Department of Neurology, Min-Sheng General Hospital, No. 168, Jin-Kuo Rd., Taoyuan 330, Taiwan
| | - Yi-Chia Shan
- Department of Information and Telecommunications Engineering, Ming Chuan University, No. 5, Deming Rd., Gweishan Township, Taoyuan 333, Taiwan
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Papatzikis E, Agapaki M, Selvan RN, Pandey V, Zeba F. Quality standards and recommendations for research in music and neuroplasticity. Ann N Y Acad Sci 2023; 1520:20-33. [PMID: 36478395 DOI: 10.1111/nyas.14944] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/12/2022]
Abstract
Research on how music influences brain plasticity has gained momentum in recent years. Considering, however, the nonuniform methodological standards implemented, the findings end up being nonreplicable and less generalizable. To address the need for a standardized baseline of research quality, we gathered all the studies in the music and neuroplasticity field in 2019 and appraised their methodological rigor systematically and critically. The aim was to provide a preliminary and, at the minimum, acceptable quality threshold-and, ipso facto, suggested recommendations-whereupon further discussion and development may take place. Quality appraisal was performed on 89 articles by three independent raters, following a standardized scoring system. The raters' scoring was cross-referenced following an inter-rater reliability measure, and further studied by performing multiple ratings comparisons and matrix analyses. The results for methodological quality were at a quite good level (quantitative articles: mean = 0.737, SD = 0.084; qualitative articles: mean = 0.677, SD = 0.144), following a moderate but statistically significant level of agreement between the raters (W = 0.44, χ2 = 117.249, p = 0.020). We conclude that the standards for implementation and reporting are of high quality; however, certain improvements are needed to reach the stringent levels presumed for such an influential interdisciplinary scientific field.
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Affiliation(s)
- Efthymios Papatzikis
- Department of Early Childhood Education and Care, Oslo Metropolitan University, Oslo, Norway
| | - Maria Agapaki
- Department of Early Childhood Education and Care, Oslo Metropolitan University, Oslo, Norway
| | - Rosari Naveena Selvan
- Institute for Physics 3 - Biophysics and Bernstein Center for Computational Neuroscience (BCCN), University of Göttingen, Göttingen, Germany.,Department of Psychology, University of Münster, Münster, Germany
| | | | - Fathima Zeba
- School of Humanities and Social Sciences, Manipal Academy of Higher Education Dubai, Dubai, United Arab Emirates
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Okely JA, Overy K, Deary IJ. Experience of Playing a Musical Instrument and Lifetime Change in General Cognitive Ability: Evidence From the Lothian Birth Cohort 1936. Psychol Sci 2022; 33:1495-1508. [PMID: 36031803 DOI: 10.1177/09567976221092726] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
We tested whether experience of playing a musical instrument was associated with lifetime change in cognitive ability. Participants were 366 older adults from the Lothian Birth Cohort 1936 who had completed general cognitive-ability assessments at ages 11 and 70 and reported their lifetime experience of playing a musical instrument at age 82. This sample included 117 participants with musical-instrument experience, mostly at a beginner or an intermediate level. There was a small, statistically significant positive association between experience of playing a musical instrument and change in general cognitive ability between ages 11 and 70; specifically, individuals with more musical-instrument experience were likely to show greater gains in general cognitive ability. This association was reduced but remained statistically significant following adjustment for covariates (childhood and adulthood socioeconomic status, years of education, and disease history). These findings suggest that playing a musical instrument is associated with a long-term cognitive advantage.
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Affiliation(s)
- Judith A Okely
- Lothian Birth Cohort Studies, Department of Psychology, University of Edinburgh
- Department of Psychology, Edinburgh Napier University
| | - Katie Overy
- Reid School of Music, University of Edinburgh
- Edinburgh Neuroscience, University of Edinburgh
| | - Ian J Deary
- Lothian Birth Cohort Studies, Department of Psychology, University of Edinburgh
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8
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Agapaki M, Pinkerton EA, Papatzikis E. Music and neuroscience research for mental health, cognition, and development: Ways forward. Front Psychol 2022; 13:976883. [PMID: 36092029 PMCID: PMC9453743 DOI: 10.3389/fpsyg.2022.976883] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/23/2022] [Accepted: 08/02/2022] [Indexed: 11/13/2022] Open
Affiliation(s)
- Maria Agapaki
- Department of Early Childhood Education and Care, Oslo Metropolitan University, Oslo, Norway
| | | | - Efthymios Papatzikis
- Department of Early Childhood Education and Care, Oslo Metropolitan University, Oslo, Norway
- *Correspondence: Efthymios Papatzikis
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9
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Gleichmann DC, Pinner JFL, Garcia C, Hakeem JH, Kodituwakku P, Stephen JM. A Pilot Study Examining the Effects of Music Training on Attention in Children with Fetal Alcohol Spectrum Disorders (FASD). SENSORS (BASEL, SWITZERLAND) 2022; 22:5642. [PMID: 35957202 PMCID: PMC9370928 DOI: 10.3390/s22155642] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 06/09/2022] [Revised: 07/20/2022] [Accepted: 07/25/2022] [Indexed: 06/15/2023]
Abstract
Prior studies indicate differences in brain volume and neurophysiological responses of musicians relative to non-musicians. These differences are observed in the sensory, motor, parietal, and frontal cortex. Children with a fetal alcohol spectrum disorder (FASD) experience deficits in auditory, motor, and executive function domains. Therefore, we hypothesized that short-term music training in children with an FASD due to prenatal alcohol exposure may improve brain function. Children (N = 20) with an FASD were randomized to participate in either five weeks of piano training or to a control group. Selective attention was evaluated approximately seven weeks apart (pre-/post-music training or control intervention), examining longitudinal effects using the Attention Networks Test (ANT), a well-established paradigm designed to evaluate attention and inhibitory control, while recording EEG. There was a significant group by pre-/post-intervention interaction for the P250 ms peak of the event-related potential and for theta (4-7 Hz) power in the 100-300 ms time window in response to the congruent condition when the flanking stimuli were oriented congruently with the central target stimulus in fronto-central midline channels from Cz to Fz. A trend for improved reaction time at the second assessment was observed for the music trained group only. These results support the hypothesis that music training changes the neural indices of attention as assessed by the ANT in children with an FASD. This study should be extended to evaluate the effects of music training relative to a more closely matched active control and determine whether additional improvements emerge with longer term music training.
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Affiliation(s)
| | - John F. L. Pinner
- Department of Psychology, University of New Mexico, 2300 Menaul Boulevard NE, Albuquerque, NM 87107, USA; (J.F.L.P.); (C.G.)
| | - Christopher Garcia
- Department of Psychology, University of New Mexico, 2300 Menaul Boulevard NE, Albuquerque, NM 87107, USA; (J.F.L.P.); (C.G.)
| | - Jaynie H. Hakeem
- Music Therapy—A Sound Approach, 1212 Daskalos Dr. NE, Albuquerque, NM 87123, USA;
| | - Piyadasa Kodituwakku
- Center for Development and Disability, Department of Pediatrics, University of New Mexico, 2300 Menaul Boulevard NE, Albuquerque, NM 87107, USA;
| | - Julia M. Stephen
- The Mind Research Network, 1101 Yale Blvd NE, Albuquerque, NM 87106, USA;
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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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Kasuya-Ueba Y, Zhao S, Toichi M. The Effect of Music Intervention on Attention in Children: Experimental Evidence. Front Neurosci 2020; 14:757. [PMID: 32792900 PMCID: PMC7393235 DOI: 10.3389/fnins.2020.00757] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/13/2019] [Accepted: 06/26/2020] [Indexed: 11/13/2022] Open
Abstract
Although music has been utilized as a therapeutic tool for children with cognitive impairments, how it improves children’s cognitive function remains poorly understood. As a first step toward understanding music’s effectiveness and as a means of assessing cognitive function improvement, we focused on attention, which plays an important role in cognitive development, and examined the effect of a music intervention on children’s attention. Thirty-five children, aged 6 to 9 years, participated in this study, with data from 29 of the children being included in the analysis. A single 30-minute interactive music intervention was compared with a single 30-minute interactive video game intervention accompanied by computer-generated background music using a within-subjects repeated-measures design. Each intervention was implemented individually. Participants completed a standardized attention assessment, the Test of Everyday Attention for Children, before and after both interventions to assess changes in their attentional skills. The results indicated significant improvement in attention control/switching following the music intervention after controlling for the children’s intellectual abilities, while no such changes were observed following the video game intervention. This study provides the first evidence that music interventions may be more effective than video game interventions to improve attention control in children, and furthers our understanding of the importance of music interventions for children with attention control problems.
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Affiliation(s)
- Yuka Kasuya-Ueba
- Department of Human Health Science, Graduate School of Medicine, Kyoto University, Kyoto, Japan
| | - Shuo Zhao
- Institute of Psychology, Shenzhen Key Laboratory of Affective and Social Neuroscience, Shenzhen University, Shenzhen, China
| | - Motomi Toichi
- Department of Human Health Science, Graduate School of Medicine, Kyoto University, Kyoto, Japan.,The Organization for Promoting Neurodevelopmental Disorder Research, Kyoto, Japan
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12
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Lai YJ, Chang KM. Improvement of Attention in Elementary School Students through Fixation Focus Training Activity. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17134780. [PMID: 32635159 PMCID: PMC7370093 DOI: 10.3390/ijerph17134780] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/14/2020] [Revised: 06/26/2020] [Accepted: 06/30/2020] [Indexed: 11/16/2022]
Abstract
The attentional problems of school children are a crucial topic due to abundant information in this digital era. There are five attention dimensions for children: focused attention, sustained attention, selective attention, alternating attention, and divided attention. Focused training is a traditional method of improving attention ability. Subjects are required to focus on a fixed point for an extensive period without blinking and to perceive small objects as large. This study investigates which types of attention indicators are influenced by focus training. Eighty-two grade five and six elementary school students (45 experiment group, 37 control group) were involved. The experiment group underwent focus training for 12 weeks. The training was conducted once per week, and the Attention Scales for Elementary School Children were used before and after the training to examine the children's attention. The percentile rank scores of five attention dimensions and the total attention scale were evaluated. The results gave difference data, defined as post-test results minus the pretest results, where significant differences occurred for the total scale (p < 0.05), focused attention (p < 0.05), and selective attention (p < 0.01). Participants also noted that the training helped them improve concentration during school lessons (54.15%), fall asleep (29.1%), and relax the body (8.4%).
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Affiliation(s)
- Yi-Jung Lai
- Department of Early Childhood Educare, Wu Feng University, Chiayi 62153, Taiwan;
| | - Kang-Ming Chang
- Department of Photonics and Communication Engineering, Asia University, Taichung 41354, Taiwan
- Department of Medical Research, China Medical University Hospital, China Medical University, Taichung 40402, Taiwan
- Correspondence:
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13
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Saarikivi KA, Huotilainen M, Tervaniemi M, Putkinen V. Selectively Enhanced Development of Working Memory in Musically Trained Children and Adolescents. Front Integr Neurosci 2019; 13:62. [PMID: 31780907 PMCID: PMC6851266 DOI: 10.3389/fnint.2019.00062] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/17/2019] [Accepted: 10/07/2019] [Indexed: 11/17/2022] Open
Abstract
In the current longitudinal study, we investigated the development of working memory in musically trained and nontrained children and adolescents, aged 9-20. We measured working memory with the Digit Span (DS) forwards and backwards tests (N = 106) and the Trail-Making A and B (TMT-A and B; N = 104) tests three times, in 2011, 2013, and 2016. We expected that musically trained participants would outperform peers with no musical training. Indeed, we found that the younger musically trained participants, in particular, outperformed their nontrained peers in the TMT-A, TMT-B and DS forwards tests. These tests all primarily require active maintenance of a rule in memory or immediate recall. In contrast, we found no group differences in the backwards test that requires manipulation and updating of information in working memory. These results suggest that musical training is more strongly associated with heightened working memory capacity and maintenance than enhanced working memory updating, especially in late childhood and early adolescence.
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Affiliation(s)
- Katri Annukka Saarikivi
- Cognitive Brain Research Unit, University of Helsinki, Helsinki, Finland
- Department of Psychology and Logopedics, Medicum, Faculty of Medicine, University of Helsinki, Helsinki, Finland
| | - Minna Huotilainen
- Department of Psychology and Logopedics, Medicum, Faculty of Medicine, University of Helsinki, Helsinki, Finland
- Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland
| | - Mari Tervaniemi
- Department of Psychology and Logopedics, Medicum, Faculty of Medicine, University of Helsinki, Helsinki, Finland
- CICERO Learning, Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland
| | - Vesa Putkinen
- Department of Psychology and Logopedics, Medicum, Faculty of Medicine, University of Helsinki, Helsinki, Finland
- Turku PET Centre, Turku, Finland
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