1
|
Roden I, Friedrich EK, Etzler S, Frankenberg E, Kreutz G, Bongard S. Development and preliminary validation of the Emotions while Learning an Instrument Scale (ELIS). PLoS One 2021; 16:e0255019. [PMID: 34449788 PMCID: PMC8397231 DOI: 10.1371/journal.pone.0255019] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/11/2020] [Accepted: 07/08/2021] [Indexed: 11/21/2022] Open
Abstract
Learning to play a musical instrument is associated with different, partially
conflicting emotions. This paper describes the development and psychometric
properties of the Emotions while Learning an Instrument Scale (ELIS). In a
longitudinal study with 545 German elementary school children factorial
structure and psychometric properties were evaluated. Exploratory and
confirmatory factor analyses confirmed a two-factor solution measuring Positive
musical Emotions while Learning an Instrument (PELI) and Negative Emotions while
Learning an Instrument (NELI). Both subscales yielded scores with adequate
internal reliability (Cronbach’s α = .74, .86) and relatively
stable retest reliabilities over 18 months (r = .11 -.56).
Preliminary evidence of congruent and divergent validity of the subscales is
provided. Implications for future research of musical emotional experiences in
children are discussed.
Collapse
Affiliation(s)
- Ingo Roden
- Department of Educational Sciences, Institute of Education, University of
Koblenz-Landau, Landau, Germany
- Department of Educational Psychology, Carl von Ossietzky University
Oldenburg, Oldenburg, Germany
| | - Esther K. Friedrich
- Department of Psychology, Goethe-University Frankfurt, Frankfurt am Main,
Germany
| | - Sonja Etzler
- Department of Psychology, Goethe-University Frankfurt, Frankfurt am Main,
Germany
| | - Emily Frankenberg
- Department of Psychology, Goethe-University Frankfurt, Frankfurt am Main,
Germany
| | - Gunter Kreutz
- Department of Music, Carl von Ossietzky University, Oldenburg,
Germany
| | - Stephan Bongard
- Department of Psychology, Goethe-University Frankfurt, Frankfurt am Main,
Germany
- * E-mail:
| |
Collapse
|
2
|
Eckardt N, Roden I, Grube D, Schorer J. The Relationship Between Cognition and Sensorimotor Behavior in an F1 Driving Simulation: An Explorative Study. Front Psychol 2020; 11:574847. [PMID: 33192876 PMCID: PMC7656063 DOI: 10.3389/fpsyg.2020.574847] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/22/2020] [Accepted: 09/30/2020] [Indexed: 12/04/2022] Open
Abstract
Sensorimotor control simultaneously engages multiple cognitive processes, like decision making, intention, processing, and the integration of multisensory signals. The reciprocal relationship of cognition and sensorimotor learning is well documented. However, little is known if the status of cognitive skills relates to immediate sensorimotor performance of performing a novel skill. Thus, we aim to explore whether cognitive skills in general and executive functions (EFs) in particular may relate to novel sensorimotor performance and adaptive skills. Therefore, 23 male participants engaged in a novel driving simulation for 2 days. On the first day, they accustomed to the F1 simulation until meeting a preset threshold (adaption). On the second day, they aimed to drive as fast as possible (performance). In addition, we measured EFs and global cognition. We found meaningful relationships between response inhibition (Stroop Color and Word Test), the driving performance (r = 0.48, p = 0.013), and the adaptive ability (r = 0.34, p = 0.012). All other tests of executive functioning and global cognition remained non-significant. Our results illustrate an association of driving performance and adaptive abilities and the EF selective attention/inhibition in a novel F1 simulation. Given the novelty of the task, the ability to adjust sensorimotor behavior to keep the car on the track seems to be the primary necessary skill to navigate the lap and achieve fast times.
Collapse
Affiliation(s)
- Nils Eckardt
- Department of Sport and Movement Science, Institute of Sport Science, Carl von Ossietzky University of Oldenburg, Oldenburg, Germany.,Department for Exercise & Health, Institute of Sport Science, Leibniz University Hannover, Hanover, Germany
| | - Ingo Roden
- Department of Educational Sciences, Institute of Social Science, Carl von Ossietzky University of Oldenburg, Oldenburg, Germany.,Department of Educational Sciences, Institute of Education, University of Koblenz-Landau, Koblenz, Germany
| | - Dietmar Grube
- Department of Educational Sciences, Institute of Social Science, Carl von Ossietzky University of Oldenburg, Oldenburg, Germany
| | - Jörg Schorer
- Department of Sport and Movement Science, Institute of Sport Science, Carl von Ossietzky University of Oldenburg, Oldenburg, Germany
| |
Collapse
|
3
|
Roden I, Früchtenicht K, Kreutz G, Linderkamp F, Grube D. Auditory Stimulation Training With Technically Manipulated Musical Material in Preschool Children With Specific Language Impairments: An Explorative Study. Front Psychol 2019; 10:2026. [PMID: 31551875 PMCID: PMC6738197 DOI: 10.3389/fpsyg.2019.02026] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/27/2018] [Accepted: 08/19/2019] [Indexed: 11/14/2022] Open
Abstract
Auditory stimulation training (AST) has been proposed as a potential treatment for children with specific language impairments (SLI). The current study was designed to test this assumption by using an AST with technically modulated musical material (ASTM) in a randomized control group design. A total of 101 preschool children (62 male, 39 females; mean age = 4.52 years, SD = 0.62) with deficits in speech comprehension and poor working memory capacity were randomly allocated into one of two treatment groups or a control group. Children in the ASTM group (n = 40) received three 30-min sessions per week over 12 weeks, whereas children in the comparison group received pedagogical activities during these intervals (n = 24). Children in the control group (n = 37) received no treatment. Working memory, phoneme discrimination and speech perception skills were tested prior to (baseline) and after treatment. Children in the ASTM group showed significantly greater working memory capacity, speech perception, and phoneme discrimination skills after treatment, whereas children in the other groups did not show such improvement. Taken together, these results suggest that ASTM can enhance auditory cognitive performance in children with SLI.
Collapse
Affiliation(s)
- Ingo Roden
- Department of Educational Psychology, Carl von Ossietzky University of Oldenburg, Oldenburg, Germany
| | - Kaija Früchtenicht
- Department of Educational Psychology, Carl von Ossietzky University of Oldenburg, Oldenburg, Germany
| | - Gunter Kreutz
- Speech and Music Lab, Carl von Ossietzky University of Oldenburg, Oldenburg, Germany
| | | | - Dietmar Grube
- Department of Educational Psychology, Carl von Ossietzky University of Oldenburg, Oldenburg, Germany
| |
Collapse
|
4
|
Busse V, Jungclaus J, Roden I, Russo FA, Kreutz G. Combining Song-And Speech-Based Language Teaching: An Intervention With Recently Migrated Children. Front Psychol 2018; 9:2386. [PMID: 30546337 PMCID: PMC6279872 DOI: 10.3389/fpsyg.2018.02386] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/24/2018] [Accepted: 11/13/2018] [Indexed: 11/13/2022] Open
Abstract
There is growing evidence that singing can have a positive effect on language learning, but few studies have explored its benefit for children who have recently migrated to a new country. In the present study, recently migrated children (N = 35) received three 40-min sessions where all students learnt the lyrics of two songs designed to simulate language learning through alternating teaching modalities (singing and speaking). Children improved their language knowledge significantly including on tasks targeting the transfer of grammatical skills, an area largely neglected in previous studies. This improvement was sustainable over the retention interval. However, the two teaching modalities did not show differential effects on cued recall of song lyrics indicating that singing and speaking are equally effective when used in combination with one another. Taken together, the data suggest that singing may be useful as an additional teaching strategy, irrespective of initial language proficiency, warranting more research on songs as a supplement for grammar instruction.
Collapse
Affiliation(s)
- Vera Busse
- English, University of Vechta, Vechta, Germany
| | - Jana Jungclaus
- Department of Educational Sciences, University of Oldenburg, Oldenburg, Germany.,Department of Music, Speech and Music Lab, University of Oldenburg, Oldenburg, Germany
| | - Ingo Roden
- Department of Educational Sciences, University of Oldenburg, Oldenburg, Germany.,Department of Music, Speech and Music Lab, University of Oldenburg, Oldenburg, Germany
| | - Frank A Russo
- Department of Psychology, Ryerson University, Toronto, ON, Canada
| | - Gunter Kreutz
- Department of Music, Speech and Music Lab, University of Oldenburg, Oldenburg, Germany
| |
Collapse
|
5
|
Roden I, Könen T, Bongard S, Frankenberg E, Friedrich EK, Kreutz G. Effects of Music Training on Attention, Processing Speed and Cognitive Music Abilities-Findings from a Longitudinal Study. Appl Cognit Psychol 2014. [DOI: 10.1002/acp.3034] [Citation(s) in RCA: 39] [Impact Index Per Article: 3.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Affiliation(s)
- Ingo Roden
- Department of Music, School of Linguistics and Cultural Studies; Carl von Ossietzky University of Oldenburg; Oldenburg Germany
| | - Tanja Könen
- Department of Education and Human Development; German Institute for International Educational Research; Frankfurt am Main Germany
| | - Stephan Bongard
- Department of Psychology; Goethe-University Frankfurt; Frankfurt am Main Germany
| | - Emily Frankenberg
- Department of Psychology; Goethe-University Frankfurt; Frankfurt am Main Germany
| | | | - Gunter Kreutz
- Department of Music, School of Linguistics and Cultural Studies; Carl von Ossietzky University of Oldenburg; Oldenburg Germany
| |
Collapse
|
6
|
Roden I, Kreutz G, Bongard S. Effects of a school-based instrumental music program on verbal and visual memory in primary school children: a longitudinal study. Front Psychol 2012; 3:572. [PMID: 23267341 PMCID: PMC3528082 DOI: 10.3389/fpsyg.2012.00572] [Citation(s) in RCA: 38] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/05/2012] [Accepted: 12/04/2012] [Indexed: 12/04/2022] Open
Abstract
This study examined the effects of a school-based instrumental training program on the development of verbal and visual memory skills in primary school children. Participants either took part in a music program with weekly 45 min sessions of instrumental lessons in small groups at school, or they received extended natural science training. A third group of children did not receive additional training. Each child completed verbal and visual memory tests three times over a period of 18 months. Significant Group by Time interactions were found in the measures of verbal memory. Children in the music group showed greater improvements than children in the control groups after controlling for children’s socio-economic background, age, and IQ. No differences between groups were found in the visual memory tests. These findings are consistent with and extend previous research by suggesting that children receiving music training may benefit from improvements in their verbal memory skills.
Collapse
Affiliation(s)
- Ingo Roden
- Department of Music, Carl von Ossietzky University Oldenburg, Germany
| | | | | |
Collapse
|