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Wang S, Yang A, Wei X, Qian R, Chen Y, Bi W, Hu B, Wen C. Influence of rhythmic-movement activity intervention on hot executive function of 5- to 6-year-old children. Front Psychol 2024; 15:1291353. [PMID: 38495417 PMCID: PMC10941801 DOI: 10.3389/fpsyg.2024.1291353] [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: 09/09/2023] [Accepted: 01/24/2024] [Indexed: 03/19/2024] Open
Abstract
Hot Executive Function (hot EF) refers to cognitive process involved in high emotion or motivation, and the operation of this function is related to the activities of the ventromedial prefrontal lobe and orbitofrontal lobe. Meanwhile, rhythmic-movement activity is a musical activity in which one expresses and feels music with one's own body movements which involves cognitive abilities such as adjusting and understanding emotions among children. To explore how rhythmic-movement activity with rewards influences the development of hot EF in children of 5-6 years old, the organization principles of rhythmic-movement activity with rewards intervention on hot EF were designed, and 62 children of 5-6 years old in a kindergarten in Yantai of China were selected as research participants (M = 5.80 years old, SD = 0.37 years old) for pre-test and post-test experimental design. The experimental group received rhythmic-movement activity with rewards three times a week for 6 weeks, while the control group did not. The gift delay task and the children's gambling task were used to measure two sub-components of hot EF before and after the intervention, and the results show that rhythmic-movement activity with rewards has a significant effect on gratification delay and affective decision-making ability of children. Finally, the effects and enlightenment of rhythmic-movement activity with rewards on hot EF are discussed.
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Affiliation(s)
- Suxia Wang
- College of Elementary Education, Ludong University, Yantai, China
- Zhejiang Normal University, Hangzhou City, Zhejiang Province, China
- Zhejiang Beima Education and Technology Co., LTD. Enterprise Postdoctoral Workstation, Hangzhou City, Zhejiang Province, China
| | - Anning Yang
- College of Elementary Education, Ludong University, Yantai, China
| | - Xuefeng Wei
- College of Elementary Education, Ludong University, Yantai, China
| | - Ruohan Qian
- College of Elementary Education, Ludong University, Yantai, China
| | - Ying Chen
- College of Elementary Education, Ludong University, Yantai, China
| | - WenJing Bi
- College of Elementary Education, Ludong University, Yantai, China
| | - Bisheng Hu
- Zhejiang Beima Education and Technology Co., LTD., Hangzhou City, Zhejiang Province, China
| | - Cheng Wen
- College of Elementary Education, Ludong University, Yantai, China
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2
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Bentley LA, Eager R, Savage S, Nielson C, White SLJ, Williams KE. A translational application of music for preschool cognitive development: RCT evidence for improved executive function, self-regulation, and school readiness. Dev Sci 2023; 26:e13358. [PMID: 36511452 DOI: 10.1111/desc.13358] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/03/2022] [Revised: 10/27/2022] [Accepted: 11/17/2022] [Indexed: 12/15/2022]
Abstract
The benefits of active music participation and training for cognitive development have been evidenced in multiple studies, with this link leveraged in music therapy approaches with clinical populations. Although music, rhythm, and movement activities are widely integrated into children's play and early education, few studies have systematically translated music therapy-based approaches to a nonclinical population to support early cognitive development. This study reports the follow-up effects of the Rhythm and Movement for Self Regulation (RAMSR) program delivered by generalist preschool teachers in low socioeconomic communities. This randomized control trial (RCT) involved 213 children across eight preschools in disadvantaged communities in Queensland, Australia. The intervention group received 16-20 sessions of RAMSR over 8 weeks, while the control group undertook usual preschool programs. Primary outcome measures included executive function (child assessment of shifting, working memory, and inhibition) and self-regulation (teacher report), with secondary outcomes of school readiness and visual-motor integration. Data were collected pre- and post-intervention, and again 6 months later once children had transitioned into school. Results demonstrated significant intervention effects across the three time points for school readiness (p = 0.038, ηp 2 = 0.09), self-regulation (p < 0.001, ηp 2 = 0.08), and inhibition (p = 0.002 ηp 2 = 0.23). Additionally, the feasibility of building capacity in teachers without any music background to successfully deliver the program was evidenced. These findings are important given that children from low socioeconomic backgrounds are more likely to need support for cognitive development yet have inequitable access to quality music and movement programs. RESEARCH HIGHLIGHTS: Initial effects of self-regulation from a rhythm and movement program were sustained following transition into school for children from disadvantaged backgrounds. Delayed effects of inhibition and school readiness from a rhythm and movement program appeared 6 months post-intervention as children entered school. Generalist teachers can successfully implement a rhythm and movement program, which boosts critical developmental cognitive skills.
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Affiliation(s)
- Laura A Bentley
- Centre for Child and Family Studies, Queensland University of Technology, Brisbane, Australia
| | - Rebecca Eager
- Centre for Child and Family Studies, Queensland University of Technology, Brisbane, Australia
| | - Sally Savage
- Centre for Child and Family Studies, Queensland University of Technology, Brisbane, Australia
| | - Cathy Nielson
- Centre for Child and Family Studies, Queensland University of Technology, Brisbane, Australia
| | - Sonia L J White
- Centre for Child and Family Studies, Queensland University of Technology, Brisbane, Australia
| | - Kate E Williams
- Centre for Child and Family Studies, Queensland University of Technology, Brisbane, Australia
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3
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Paula V, Vesa P, Anastasia G, Anja T, Laurel J T, Teija K. Beneficial effects of a music listening intervention on neural speech processing in 0-28-month-old children at risk for dyslexia. Dev Sci 2023; 26:e13426. [PMID: 37350469 DOI: 10.1111/desc.13426] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/29/2022] [Revised: 05/29/2023] [Accepted: 06/01/2023] [Indexed: 06/24/2023]
Abstract
Familial risk for developmental dyslexia can compromise auditory and speech processing and subsequent language and literacy development. According to the phonological deficit theory, supporting phonological development during the sensitive infancy period could prevent or ameliorate future dyslexic symptoms. Music is an established method for supporting auditory and speech processing and even language and literacy, but no previous studies have investigated its benefits for infants at risk for developmental language and reading disorders. We pseudo-randomized N∼150 infants at risk for dyslexia to vocal or instrumental music listening interventions at 0-6 months, or to a no-intervention control group. Music listening was used as an easy-to-administer, cost-effective intervention in early infancy. Mismatch responses (MMRs) elicited by speech-sound changes were recorded with electroencephalogram (EEG) before (at birth) and after (at 6 months) the intervention and at a 28 months follow-up. We expected particularly the vocal intervention to promote phonological development, evidenced by enhanced speech-sound MMRs and their fast maturation. We found enhanced positive MMR amplitudes in the vocal music listening intervention group after but not prior to the intervention. Other music activities reported by parents did not differ between the three groups, indicating that the group effects were attributable to the intervention. The results speak for the use of vocal music in early infancy to support speech processing and subsequent language development in infants at developmental risk. RESEARCH HIGHLIGHTS: Dyslexia-risk infants were pseudo-randomly assigned to a vocal or instrumental music listening intervention at home from birth to 6 months of age. Neural mismatch responses (MMRs) to speech-sound changes were enhanced in the vocal music intervention group after but not prior to the intervention. Even passive vocal music listening in early infancy can support phonological development known to be deficient in dyslexia-risk.
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Affiliation(s)
- Virtala Paula
- Cognitive Brain Research Unit, Centre of Excellence in Music, Mind, Body and Brain, Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Helsinki, Finland
| | - Putkinen Vesa
- Cognitive Brain Research Unit, Centre of Excellence in Music, Mind, Body and Brain, Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Helsinki, Finland
- Turku PET Centre, University of Turku, Turku, Finland
- Turku University Hospital, Turku, Finland
| | - Gallen Anastasia
- Cognitive Brain Research Unit, Centre of Excellence in Music, Mind, Body and Brain, Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Helsinki, Finland
| | - Thiede Anja
- Cognitive Brain Research Unit, Centre of Excellence in Music, Mind, Body and Brain, Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Helsinki, Finland
| | - Trainor Laurel J
- Department of Psychology, Neuroscience & Behaviour, McMaster University, Hamilton, Ontario, Canada
- McMaster Institute for Music and the Mind, McMaster University, Hamilton, Ontario, Canada
- Rotman Research Institute, Baycrest Hospital, Toronto, Ontario, Canada
| | - Kujala Teija
- Cognitive Brain Research Unit, Centre of Excellence in Music, Mind, Body and Brain, Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Helsinki, Finland
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4
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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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5
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Martínez‐Molina N, Siponkoski S, Särkämö T. Cognitive efficacy and neural mechanisms of music-based neurological rehabilitation for traumatic brain injury. Ann N Y Acad Sci 2022; 1515:20-32. [PMID: 35676218 PMCID: PMC9796942 DOI: 10.1111/nyas.14800] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/07/2023]
Abstract
Traumatic brain injury (TBI) causes lifelong cognitive deficits, most often in executive function (EF). Both musical training and music-based rehabilitation have been shown to enhance EF and neuroplasticity. Thus far, however, there is little evidence for the potential rehabilitative effects of music for TBI. Here, we review the core findings from our recent cross-over randomized controlled trial in which a 10-week music-based neurological rehabilitation (MBNR) protocol was administered to 40 patients with moderate-to-severe TBI. Neuropsychological testing and structural/functional magnetic resonance imaging were collected at three time points (baseline, 3 months, and 6 months); one group received the MBNR between time points 1 and 2, while a second group received it between time points 2 and 3. We found that both general EF and set shifting improved after the intervention, and this effect was maintained long term. Morphometric analyses revealed therapy-induced gray matter volume changes most consistently in the right inferior frontal gyrus, changes that correlated with better outcomes in set shifting. Finally, we found changes in the between- and within-network functional connectivity of large-scale resting-state networks after MBNR, which also correlated with measures of EF. Taken together, the data provide evidence for concluding that MBNR improves EF in TBI; also, the data show that morphometric and resting-state functional connectivity are sensitive markers with which to monitor the neuroplasticity induced by the MBNR intervention.
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Affiliation(s)
- Noelia Martínez‐Molina
- Music, Ageing and Rehabilitation Team, Cognitive Brain Research Unit, Department of Psychology and LogopedicsUniversity of HelsinkiHelsinki FI‐00014Finland,Centre of Excellence in Music, Mind, Body and BrainUniversity of Jyväskylä & University of HelsinkiHelsinkiFinland
| | - Sini‐Tuuli Siponkoski
- Music, Ageing and Rehabilitation Team, Cognitive Brain Research Unit, Department of Psychology and LogopedicsUniversity of HelsinkiHelsinki FI‐00014Finland,Centre of Excellence in Music, Mind, Body and BrainUniversity of Jyväskylä & University of HelsinkiHelsinkiFinland
| | - Teppo Särkämö
- Music, Ageing and Rehabilitation Team, Cognitive Brain Research Unit, Department of Psychology and LogopedicsUniversity of HelsinkiHelsinki FI‐00014Finland,Centre of Excellence in Music, Mind, Body and BrainUniversity of Jyväskylä & University of HelsinkiHelsinkiFinland
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6
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Papadimitriou A, Smyth C, Politimou N, Franco F, Stewart L. The impact of the home musical environment on infants' language development. Infant Behav Dev 2021; 65:101651. [PMID: 34784522 DOI: 10.1016/j.infbeh.2021.101651] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/30/2020] [Revised: 09/16/2021] [Accepted: 09/30/2021] [Indexed: 11/24/2022]
Abstract
There is strong evidence that musical engagement influences children's language development but little research has been carried out on the relationship between the home musical environment and language development in infancy. The current study assessed musical exposure at home (including parental singing) and language development in 64 infants (8.5-18 months). Results showed that the home musical environment significantly predicted gesture development. For a subgroup of infants' below 12 months, both parental singing and overall home musical environment score significantly predicted word comprehension. These findings represent the first demonstration that an enriched musical environment in infancy can promote development of communication skills.
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Affiliation(s)
- Aspasia Papadimitriou
- Department of Psychology, Goldsmiths University of London, 8 Lewisham Way, New Cross, London, SE14 6NW, United Kingdom
| | - Catherine Smyth
- Department of Psychology, Goldsmiths University of London, 8 Lewisham Way, New Cross, London, SE14 6NW, United Kingdom
| | - Nina Politimou
- Department of Psychology and Human Development, UCL Institute of Education, 20 Bedford Way, London, WC1H 0AL, United Kingdom.
| | - Fabia Franco
- Department of Psychology, Middlesex University London, The Burroughs, Hendon, London, NW4 4BT, United Kingdom
| | - Lauren Stewart
- Department of Psychology, Goldsmiths University of London, 8 Lewisham Way, New Cross, London, SE14 6NW, United Kingdom
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7
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Resting-State Network Plasticity Induced by Music Therapy after Traumatic Brain Injury. Neural Plast 2021; 2021:6682471. [PMID: 33763126 PMCID: PMC7964116 DOI: 10.1155/2021/6682471] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/03/2020] [Revised: 01/22/2021] [Accepted: 02/16/2021] [Indexed: 02/06/2023] Open
Abstract
Traumatic brain injury (TBI) is characterized by a complex pattern of abnormalities in resting-state functional connectivity (rsFC) and network dysfunction, which can potentially be ameliorated by rehabilitation. In our previous randomized controlled trial, we found that a 3-month neurological music therapy intervention enhanced executive function (EF) and increased grey matter volume in the right inferior frontal gyrus (IFG) in patients with moderate-to-severe TBI (N = 40). Extending this study, we performed longitudinal rsFC analyses of resting-state fMRI data using a ROI-to-ROI approach assessing within-network and between-network rsFC in the frontoparietal (FPN), dorsal attention (DAN), default mode (DMN), and salience (SAL) networks, which all have been associated with cognitive impairment after TBI. We also performed a seed-based connectivity analysis between the right IFG and whole-brain rsFC. The results showed that neurological music therapy increased the coupling between the FPN and DAN as well as between these networks and primary sensory networks. By contrast, the DMN was less connected with sensory networks after the intervention. Similarly, there was a shift towards a less connected state within the FPN and SAL networks, which are typically hyperconnected following TBI. Improvements in EF were correlated with rsFC within the FPN and between the DMN and sensorimotor networks. Finally, in the seed-based connectivity analysis, the right IFG showed increased rsFC with the right inferior parietal and left frontoparietal (Rolandic operculum) regions. Together, these results indicate that the rehabilitative effects of neurological music therapy after TBI are underpinned by a pattern of within- and between-network connectivity changes in cognitive networks as well as increased connectivity between frontal and parietal regions associated with music processing.
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8
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Kausel L, Zamorano F, Billeke P, Sutherland ME, Larrain-Valenzuela J, Stecher X, Schlaug G, Aboitiz F. Neural Dynamics of Improved Bimodal Attention and Working Memory in Musically Trained Children. Front Neurosci 2020; 14:554731. [PMID: 33132820 PMCID: PMC7578432 DOI: 10.3389/fnins.2020.554731] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/22/2020] [Accepted: 09/04/2020] [Indexed: 11/30/2022] Open
Abstract
Attention and working memory (WM) are core components of executive functions, and they can be enhanced by training. One activity that has shown to improve executive functions is musical training, but the brain networks underlying these improvements are not well known. We aimed to identify, using functional MRI (fMRI), these networks in children who regularly learn and play a musical instrument. Girls and boys aged 10–13 with and without musical training completed an attention and WM task while their brain activity was measured with fMRI. Participants were presented with a pair of bimodal stimuli (auditory and visual) and were asked to pay attention only to the auditory, only to the visual, or to both at the same time. The stimuli were afterward tested with a memory task in order to confirm attention allocation. Both groups had higher accuracy on items that they were instructed to attend, but musicians had an overall better performance on both memory tasks across attention conditions. In line with this, musicians showed higher activation than controls in cognitive control regions such as the fronto-parietal control network during all encoding phases. In addition, facilitated encoding of auditory stimuli in musicians was positively correlated with years of training and higher activity in the left inferior frontal gyrus and the left supramarginal gyrus, structures that support the phonological loop. Taken together, our results elucidate the neural dynamics that underlie improved bimodal attention and WM of musically trained children and contribute new knowledge to this model of brain plasticity.
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Affiliation(s)
- Leonie Kausel
- Centro Interdisciplinario de Neurociencias, Pontificia Universidad Católica de Chile, Santiago, Chile.,Laboratorio de Neurociencia Social y Neuromodulación, Centro de Investigación en Complejidad Social (CICS), Universidad del Desarrollo, Santiago, Chile
| | - Francisco Zamorano
- Laboratorio de Neurociencia Social y Neuromodulación, Centro de Investigación en Complejidad Social (CICS), Universidad del Desarrollo, Santiago, Chile.,Unidad de Imágenes Cuantitativas Avanzadas, Cl nica Alemana, Universidad del Desarrollo, Santiago, Chile.,Departamento de Imágenes, Cl nica Alemana, Universidad del Desarrollo, Santiago, Chile
| | - Pablo Billeke
- Laboratorio de Neurociencia Social y Neuromodulación, Centro de Investigación en Complejidad Social (CICS), Universidad del Desarrollo, Santiago, Chile
| | - Mary E Sutherland
- Centro Interdisciplinario de Neurociencias, Pontificia Universidad Católica de Chile, Santiago, Chile
| | - Josefina Larrain-Valenzuela
- Laboratorio de Neurociencia Social y Neuromodulación, Centro de Investigación en Complejidad Social (CICS), Universidad del Desarrollo, Santiago, Chile
| | - Ximena Stecher
- Unidad de Imágenes Cuantitativas Avanzadas, Cl nica Alemana, Universidad del Desarrollo, Santiago, Chile.,Departamento de Imágenes, Cl nica Alemana, Universidad del Desarrollo, Santiago, Chile.,Neuroradiology, Radiology Department, Clinica Alemana de Santiago, Santiago, Chile
| | - Gottfried Schlaug
- Department of Neurology, Beth Israel Deaconess Medical Center and Harvard Medical School, Boston, MA, United States
| | - Francisco Aboitiz
- Centro Interdisciplinario de Neurociencias, Pontificia Universidad Católica de Chile, Santiago, Chile
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9
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Siponkoski ST, Martínez-Molina N, Kuusela L, Laitinen S, Holma M, Ahlfors M, Jordan-Kilkki P, Ala-Kauhaluoma K, Melkas S, Pekkola J, Rodriguez-Fornells A, Laine M, Ylinen A, Rantanen P, Koskinen S, Lipsanen J, Särkämö T. Music Therapy Enhances Executive Functions and Prefrontal Structural Neuroplasticity after Traumatic Brain Injury: Evidence from a Randomized Controlled Trial. J Neurotrauma 2020; 37:618-634. [DOI: 10.1089/neu.2019.6413] [Citation(s) in RCA: 21] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/01/2023] Open
Affiliation(s)
- Sini-Tuuli Siponkoski
- Department of Psychology and Logopedics, Cognitive Brain Research Unit, University of Helsinki, Helsinki, Finland
| | - Noelia Martínez-Molina
- Department of Psychology and Logopedics, Cognitive Brain Research Unit, University of Helsinki, Helsinki, Finland
| | - Linda Kuusela
- HUS Medical Imaging Center, Department of Radiology, Helsinki Central University Hospital and University of Helsinki, Helsinki, Finland
- Department of Physics, University of Helsinki, Helsinki, Finland
| | | | - Milla Holma
- Musiikkiterapiaosuuskunta InstruMental (Music Therapy Cooperative InstruMental), Helsinki, Finland
| | | | | | - Katja Ala-Kauhaluoma
- Ludus Oy Tutkimus- ja kuntoutuspalvelut (Assessment and Intervention Services), Helsinki, Finland
| | - Susanna Melkas
- Department of Neurology and Brain Injury Outpatient Clinic, Helsinki University Central Hospital, Helsinki, Finland
| | - Johanna Pekkola
- HUS Medical Imaging Center, Department of Radiology, Helsinki Central University Hospital and University of Helsinki, Helsinki, Finland
| | - Antoni Rodriguez-Fornells
- Cognition and Brain Plasticity Group, Bellvitge Biomedical Research Institute, L'Hospitalet de Llobregat, Barcelona, Spain
- Department of Cognition, Development and Educational Psychology, University of Barcelona, Barcelona, Spain
- Catalan Institution for Research and Advanced Studies, Barcelona, Spain
| | - Matti Laine
- Department of Psychology, Åbo Akademi University, Turku, Finland
| | - Aarne Ylinen
- Department of Neurology and Brain Injury Outpatient Clinic, Helsinki University Central Hospital, Helsinki, Finland
- Tampere University Hospital, Tampere, Finland
| | | | - Sanna Koskinen
- Department of Psychology and Logopedics, University of Helsinki, Helsinki, Finland
| | - Jari Lipsanen
- Department of Psychology and Logopedics, University of Helsinki, Helsinki, Finland
| | - Teppo Särkämö
- Department of Psychology and Logopedics, Cognitive Brain Research Unit, University of Helsinki, Helsinki, Finland
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10
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Putkinen V, Huotilainen M, Tervaniemi M. Neural Encoding of Pitch Direction Is Enhanced in Musically Trained Children and Is Related to Reading Skills. Front Psychol 2019; 10:1475. [PMID: 31396118 PMCID: PMC6667629 DOI: 10.3389/fpsyg.2019.01475] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/04/2019] [Accepted: 06/11/2019] [Indexed: 11/13/2022] Open
Abstract
Musical training in childhood has been linked to enhanced sound encoding at different stages of the auditory processing. In the current study, we used auditory event-related potentials to investigate cortical sound processing in 9- to 15-year-old children (N = 88) with and without musical training. Specifically, we recorded the mismatch negativity (MMN) and P3a responses in an oddball paradigm consisting of standard tone pairs with ascending pitch and deviant tone pairs with descending pitch. A subsample of the children (N = 44) also completed a standardized test of reading ability. The musically trained children showed a larger P3a response to the deviant sound pairs. Furthermore, the amplitude of the P3a correlated with a pseudo-word reading test score. These results corroborate previous findings on enhanced sound encoding in musically trained children and are in line with studies suggesting that neural discrimination of spectrotemporal sound patterns is predictive of reading ability.
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Affiliation(s)
- Vesa Putkinen
- Cognitive Brain Research Unit, Faculty of Medicine, University of Helsinki, Helsinki, Finland.,TURKU PET Centre, University of Turku, Turku, Finland
| | - Minna Huotilainen
- Cognitive Brain Research Unit, Faculty of Medicine, University of Helsinki, Helsinki, Finland.,Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland
| | - Mari Tervaniemi
- Cognitive Brain Research Unit, Faculty of Medicine, University of Helsinki, Helsinki, Finland.,Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland
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11
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Effects of Practice on the Control of Whole-Body Momentum in Active Children and Adults. JOURNAL OF MOTOR LEARNING AND DEVELOPMENT 2018. [DOI: 10.1123/jmld.2017-0008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
Abstract
The purpose of this study was to determine the effects of practice on performance of a running task requiring maximal speed and accurate termination. Physically active pre-pubertal boys and men ran as fast as possible and stopped at a pre-determined target location. Twenty-five trials were collected and comparisons made between first five (early) and last five (late) trials. Approach velocity, normalized approach velocity (percent of maximal sprint velocity, %Vmax), stopping distance from target, and success rate were calculated. Self-efficacy for task performance and fatigue reports were collected prior to trials. Children ran more slowly than adults in absolute terms but performed at higher relative velocity. Both groups displayed similar accuracy and percentages of successful trials across early and late practice. Adults increased approach velocity and %Vmax from early to late; children, already higher in relative maximal velocity, did not change. Self-efficacy paralleled performance findings and correlated with %Vmax and success rate; both groups reported higher self-efficacy for late compared with early. With practice, adults increased approach velocity and children did not; however, children appeared to be performing at a higher relative level from the beginning, perhaps reflecting their more substantial recent histories of similar physical activity and limiting further effects of practice.
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12
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Huotilainen M, Tervaniemi M. Planning music-based amelioration and training in infancy and childhood based on neural evidence. Ann N Y Acad Sci 2018; 1423:146-154. [PMID: 29727038 DOI: 10.1111/nyas.13655] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/05/2017] [Revised: 02/01/2018] [Accepted: 02/06/2018] [Indexed: 11/30/2022]
Abstract
Music-based amelioration and training of the developing auditory system has a long tradition, and recent neuroscientific evidence supports using music in this manner. Here, we present the available evidence showing that various music-related activities result in positive changes in brain structure and function, becoming helpful for auditory cognitive processes in everyday life situations for individuals with typical neural development and especially for individuals with hearing, learning, attention, or other deficits that may compromise auditory processing. We also compare different types of music-based training and show how their effects have been investigated with neural methods. Finally, we take a critical position on the multitude of error sources found in amelioration and training studies and on publication bias in the field. We discuss some future improvements of these issues in the field of music-based training and their potential results at the neural and behavioral levels in infants and children for the advancement of the field and for a more complete understanding of the possibilities and significance of the training.
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Affiliation(s)
- Minna Huotilainen
- Cognitive Brain Research Unit and CICERO Learning Network, University of Helsinki, Helsinki, Finland
| | - Mari Tervaniemi
- Cognitive Brain Research Unit and CICERO Learning Network, University of Helsinki, Helsinki, Finland
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13
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Virtala P, Partanen E. Can very early music interventions promote at-risk infants' development? Ann N Y Acad Sci 2018; 1423:92-101. [PMID: 29707797 DOI: 10.1111/nyas.13646] [Citation(s) in RCA: 21] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/13/2017] [Revised: 01/23/2018] [Accepted: 01/30/2018] [Indexed: 02/28/2024]
Abstract
Music and musical activities are often a natural part of parenting. As accumulating evidence shows, music can promote auditory and language development in infancy and early childhood. It may even help to support auditory and language skills in infants whose development is compromised by heritable conditions, like the reading deficit dyslexia, or by environmental factors, such as premature birth. For example, infants born to dyslexic parents can have atypical brain responses to speech sounds and subsequent challenges in language development. Children born very preterm, in turn, have an increased likelihood of sensory, cognitive, and motor deficits. To ameliorate these deficits, we have developed early interventions focusing on music. Preliminary results of our ongoing longitudinal studies suggest that music making and parental singing promote infants' early language development and auditory neural processing. Together with previous findings in the field, the present studies highlight the role of active, social music making in supporting auditory and language development in at-risk children and infants. Once completed, the studies will illuminate both risk and protective factors in development and offer a comprehensive model of understanding the promises of music activities in promoting positive developmental outcomes during the first years of life.
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Affiliation(s)
- Paula Virtala
- Cognitive Brain Research Unit, Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Helsinki, Finland
| | - Eino Partanen
- Cognitive Brain Research Unit, Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Helsinki, Finland
- Center of Functionally Integrative Neuroscience (CFIN), Department of Clinical Medicine, Aarhus University, Aarhus, Denmark
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14
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Putkinen V, Saarikivi K. Neural correlates of enhanced executive functions: is less more? Ann N Y Acad Sci 2018; 1423:117-125. [PMID: 29635748 DOI: 10.1111/nyas.13645] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/15/2017] [Revised: 01/24/2018] [Accepted: 01/30/2018] [Indexed: 12/29/2022]
Abstract
Musical training has been associated with superior performance in various executive function tasks. To date, only a few neuroimaging studies have investigated the neural substrates of the supposed "musician advantage" in executive functions, precluding definite conclusions about its neural basis. Here, we provide a selective review of neuroimaging studies on plasticity and typical maturation of executive functions, with the aim of investigating how proficient performance in executive function tasks is reflected in brain activity. Specifically, we examine the evidence for the hypothesis that enhanced or mature executive functions are manifested as efficient use of neural systems supporting those functions. We also present preliminary results from a functional magnetic resonance imaging study suggesting-in line with this hypothesis-that musically trained adolescents recruit frontoparietal regions less strongly during executive functions tasks than untrained peers.
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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
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15
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Gasenzer ER, Kreutz G. [Music learning and music performance in patients with diabetes mellitus]. MMW Fortschr Med 2017; 159:54-58. [PMID: 29230746 DOI: 10.1007/s15006-017-0392-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Affiliation(s)
- Elena Romana Gasenzer
- IFOM - Institut für Forschung in der Operativen Medizin, Lehrstuhl für Chirurgische Forschung und Fakultät für Gesundheit, Department für Humanmedizin, Private Universität Witten/Herdecke gGmbh, Ostmerheimer Str. 200, D-51109, Köln, Deutschland.
| | - Gunter Kreutz
- Institut für Musik der Carl von Ossietzky Universität Oldenburg, Oldenburg, Deutschland
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Faster native vowel discrimination learning in musicians is mediated by an optimization of mnemonic functions. Neuropsychologia 2017; 104:64-75. [DOI: 10.1016/j.neuropsychologia.2017.08.001] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/21/2017] [Revised: 07/11/2017] [Accepted: 08/02/2017] [Indexed: 11/22/2022]
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17
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Welch GF, Saunders J, Edwards S, Palmer Z, Himonides E, Knight J, Mahon M, Griffin S, Vickers DA. Using singing to nurture children's hearing? A pilot study. Cochlear Implants Int 2015; 16 Suppl 3:S63-70. [DOI: 10.1179/1467010015z.000000000276] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/31/2022]
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