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Jamey K, Foster NEV, Hyde KL, Dalla Bella S. Does music training improve inhibition control in children? A systematic review and meta-analysis. Cognition 2024; 252:105913. [PMID: 39197250 DOI: 10.1016/j.cognition.2024.105913] [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: 04/24/2024] [Revised: 07/24/2024] [Accepted: 07/30/2024] [Indexed: 09/01/2024]
Abstract
Inhibition control is an essential executive function during children's development, underpinning self-regulation and the acquisition of social and language abilities. This executive function is intensely engaged in music training while learning an instrument, a complex multisensory task requiring monitoring motor performance and auditory stream prioritization. This novel meta-analysis examined music-based training on inhibition control in children. Records from 1980 to 2023 yielded 22 longitudinal studies with controls (N = 1734), including 8 RCTs and 14 others. A random-effects meta-analysis showed that music training improved inhibition control (moderate-to-large effect size) in the RCTs and the superset of twenty-two longitudinal studies (small-to-moderate effect size). Music training plays a privileged role compared to other activities (sports, visual arts, drama) in improving children's executive functioning, with a particular effect on inhibition control. We recommend music training for complementing education and as a clinical tool focusing on inhibition control remediation (e.g., in autism and ADHD).
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Affiliation(s)
- Kevin Jamey
- International Laboratory for Brain, Music, and Sound Research (BRAMS), Montreal, Canada; Department of Psychology, University of Montreal, Montreal, Canada; Centre for Research on Brain, Language and Music (CRBLM), Montreal, Canada.
| | - Nicholas E V Foster
- International Laboratory for Brain, Music, and Sound Research (BRAMS), Montreal, Canada; Department of Psychology, University of Montreal, Montreal, Canada; Centre for Research on Brain, Language and Music (CRBLM), Montreal, Canada
| | - Krista L Hyde
- International Laboratory for Brain, Music, and Sound Research (BRAMS), Montreal, Canada; Department of Psychology, University of Montreal, Montreal, Canada; Centre for Research on Brain, Language and Music (CRBLM), Montreal, Canada
| | - Simone Dalla Bella
- International Laboratory for Brain, Music, and Sound Research (BRAMS), Montreal, Canada; Department of Psychology, University of Montreal, Montreal, Canada; Centre for Research on Brain, Language and Music (CRBLM), Montreal, Canada; University of Economics and Human Sciences in Warsaw, Warsaw, Poland.
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2
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Psarris G, Eleftheriadis N, Sidiras C, Sereti A, Iliadou VM. Temporal resolution and pitch discrimination in music education: novel data in children. Eur Arch Otorhinolaryngol 2024; 281:4103-4111. [PMID: 38573511 PMCID: PMC11266274 DOI: 10.1007/s00405-024-08571-7] [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: 12/14/2023] [Accepted: 02/19/2024] [Indexed: 04/05/2024]
Abstract
BACKGROUND Rehabilitation of hearing and listening difficulties through neuroplasticity of the auditory nervous system is a promising technique. Evidence of enhanced auditory processing in adult musicians is often not based on clinical auditory processing tests and is lacking in children with musical education. PURPOSE The aim of this study is to investigate the temporal resolution and frequency discrimination elements of auditory processing both in adults and children with musical education and to compare them with those without any musical education. METHODS Participants consisted of ten children without musical training and ten children with musical training with mean age 11.3 years and range 8-15 years as well as ten adults without musical education and ten adults with musical education with mean age 38.1 years and range 30-45 years. All participants were tested with two temporal resolution tests (GIN:Gaps-In-Noise and RGDT:Random Gap Detection Test), a temporal ordering frequency test (FPT:Frequency Pattern Test), and a frequency discrimination test (DLF: Different Limen for Frequency). RESULTS All test results revealed better performance in both children and adults with musical training for both ears. CONCLUSION A positive effect of formal music education for specific auditory processing elements in both children and adults is documented. Larger samples, longitudinal studies, as well as groups with impaired hearing and/or auditory processing are needed to further substantiate the effect shown.
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Affiliation(s)
- Georgios Psarris
- School of Medicine, Aristotle University of Thessaloniki, 54124, Thessaloníki, Greece
| | | | - Christos Sidiras
- School of Medicine, Aristotle University of Thessaloniki, 54124, Thessaloníki, Greece
| | - Afroditi Sereti
- School of Medicine, Aristotle University of Thessaloniki, 54124, Thessaloníki, Greece
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3
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MacLean J, Stirn J, Bidelman GM. Auditory-motor entrainment and listening experience shape the perceptual learning of concurrent speech. BIORXIV : THE PREPRINT SERVER FOR BIOLOGY 2024:2024.07.18.604167. [PMID: 39071391 PMCID: PMC11275804 DOI: 10.1101/2024.07.18.604167] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/30/2024]
Abstract
Background Plasticity from auditory experience shapes the brain's encoding and perception of sound. Though prior research demonstrates that neural entrainment (i.e., brain-to-acoustic synchronization) aids speech perception, how long- and short-term plasticity influence entrainment to concurrent speech has not been investigated. Here, we explored neural entrainment mechanisms and the interplay between short- and long-term neuroplasticity for rapid auditory perceptual learning of concurrent speech sounds in young, normal-hearing musicians and nonmusicians. Method Participants learned to identify double-vowel mixtures during ∼45 min training sessions with concurrent high-density EEG recordings. We examined the degree to which brain responses entrained to the speech-stimulus train (∼9 Hz) to investigate whether entrainment to speech prior to behavioral decision predicted task performance. Source and directed functional connectivity analyses of the EEG probed whether behavior was driven by group differences auditory-motor coupling. Results Both musicians and nonmusicians showed rapid perceptual learning in accuracy with training. Interestingly, listeners' neural entrainment strength prior to target speech mixtures predicted behavioral identification performance; stronger neural synchronization was observed preceding incorrect compared to correct trial responses. We also found stark hemispheric biases in auditory-motor coupling during speech entrainment, with greater auditory-motor connectivity in the right compared to left hemisphere for musicians (R>L) but not in nonmusicians (R=L). Conclusions Our findings confirm stronger neuroacoustic synchronization and auditory-motor coupling during speech processing in musicians. Stronger neural entrainment to rapid stimulus trains preceding incorrect behavioral responses supports the notion that alpha-band (∼10 Hz) arousal/suppression in brain activity is an important modulator of trial-by-trial success in perceptual processing.
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Jacobs S, Izzetoglu M, Holtzer R. The impact of music making on neural efficiency & dual-task walking performance in healthy older adults. NEUROPSYCHOLOGY, DEVELOPMENT, AND COGNITION. SECTION B, AGING, NEUROPSYCHOLOGY AND COGNITION 2024; 31:438-456. [PMID: 36999570 PMCID: PMC10544664 DOI: 10.1080/13825585.2023.2195615] [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] [Received: 01/31/2023] [Accepted: 03/22/2023] [Indexed: 04/01/2023]
Abstract
Music making is linked to improved cognition and related neuroanatomical changes in children and adults; however, this has been relatively under-studied in aging. The purpose of this study was to assess neural, cognitive, and physical correlates of music making in aging using a dual-task walking (DTW) paradigm. Study participants (N = 415) were healthy adults aged 65 years or older, including musicians (n = 70) who were identified by current weekly engagement in musical activity. A DTW paradigm consisting of single- and dual-task conditions, as well as portable neuroimaging (functional near-infrared spectroscopy), was administered. Outcome measures included neural activation in the prefrontal cortex assessed across task conditions by recording changes in oxygenated hemoglobin, cognitive performance, and gait velocity. Linear mixed effects models examined the impact of music making on outcome measures in addition to moderating their change between task conditions. Across participants (53.3% women; 76 ± 6.55 years), neural activation increased from single- to dual-task conditions (p < 0.001); however, musicians demonstrated attenuated activation between a single cognitive interference task and dual-task walking (p = 0.014). Musicians also displayed significantly smaller decline in behavioral performance (p < 0.001) from single- to dual-task conditions and faster gait overall (p = 0.014). Given evidence of lower prefrontal cortex activation in the context of similar or improved behavioral performance, results indicate the presence of enhanced neural efficiency in older adult musicians. Furthermore, improved dual-task performance in older adult musicians was observed. Results have important clinical implications for healthy aging, as executive functioning plays an essential role in maintaining functional ability in older adulthood.
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Affiliation(s)
- Sydney Jacobs
- Ferkauf Graduate School of Psychology, Yeshiva University, Bronx, NY, USA
| | - Meltem Izzetoglu
- Department of Electrical and Computer Engineering, Villanova University, Villanova, PA, USA
| | - Roee Holtzer
- Ferkauf Graduate School of Psychology, Yeshiva University, Bronx, NY, USA
- Department of Neurology, Albert Einstein College of Medicine, Bronx, NY, USA
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5
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Velasquez MA, Winston JL, Sur S, Yurgil K, Upman AE, Wroblewski SR, Huddle A, Colombo PJ. Music training is related to late ERP modulation and enhanced performance during Simon task but not Stroop task. Front Hum Neurosci 2024; 18:1384179. [PMID: 38711801 PMCID: PMC11070544 DOI: 10.3389/fnhum.2024.1384179] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/08/2024] [Accepted: 04/08/2024] [Indexed: 05/08/2024] Open
Abstract
Increasing evidence suggests that music training correlates with better performance in tasks measuring executive function components including inhibitory control, working memory and selective attention. The Stroop and Simon tasks measure responses to congruent and incongruent information reflecting cognitive conflict resolution. However, there are more reports of a music-training advantage in the Simon than the Stroop task. Reports indicate that these tasks may differ in the timing of conflict resolution: the Stroop task might involve early sensory stage conflict resolution, while the Simon task may do so at a later motor output planning stage. We hypothesize that musical experience relates to conflict resolution at the late motor output stage rather than the early sensory stage. Behavioral responses, and event-related potentials (ERP) were measured in participants with varying musical experience during these tasks. It was hypothesized that musical experience correlates with better performance in the Simon but not the Stroop task, reflected in ERP components in the later stage of motor output processing in the Simon task. Participants were classified into high- and low-music training groups based on the Goldsmith Musical Sophistication Index. Electrical brain activity was recorded while they completed visual Stroop and Simon tasks. The high-music training group outperformed the low-music training group on the Simon, but not the Stroop task. Mean amplitude difference (incongruent-congruent trials) was greater for the high-music training group at N100 for midline central (Cz) and posterior (Pz) sites in the Simon task and midline central (Cz) and frontal (Fz) sites in the Stroop task, and at N450 at Cz and Pz in the Simon task. N450 difference peaks occurred earlier in the high-music training group at Pz. Differences between the groups at N100 indicate that music training may be related to better sensory discrimination. These differences were not related to better behavioral performance. Differences in N450 responses between the groups, particularly in regions encompassing the motor and parietal cortices, suggest a role of music training in action selection during response conflict situations. Overall, this supports the hypothesis that music training selectively enhances cognitive conflict resolution during late motor output planning stages.
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Affiliation(s)
| | - Jenna L. Winston
- Department of Psychological Sciences, Loyola University New Orleans, New Orleans, LA, United States
| | - Sandeepa Sur
- Department of Neurology, Johns Hopkins School of Medicine, Baltimore, MD, United States
| | - Kate Yurgil
- Department of Psychological Sciences, Loyola University New Orleans, New Orleans, LA, United States
| | - Anna E. Upman
- Department of Psychological Sciences, Loyola University New Orleans, New Orleans, LA, United States
| | | | - Annabelle Huddle
- Department of Psychology, Tulane University, New Orleans, LA, United States
| | - Paul J. Colombo
- Department of Psychology, Tulane University, New Orleans, LA, United States
- Brain Institute, Tulane University, New Orleans, LA, United States
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Ma W, Bowers L, Behrend D, Hellmuth Margulis E, Forde Thompson W. Child word learning in song and speech. Q J Exp Psychol (Hove) 2024; 77:343-362. [PMID: 37073951 DOI: 10.1177/17470218231172494] [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] [Indexed: 04/20/2023]
Abstract
Listening to sung words rather than spoken words can facilitate word learning and memory in adults and school-aged children. To explore the development of this effect in young children, this study examined word learning (assessed as forming word-object associations) in 1- to 2-year olds and 3- to 4-year olds, and word long-term memory (LTM) in 4- to 5-year olds several days after the initial learning. In an intermodal preferential looking paradigm, children were taught a pair of words utilising adult-directed speech (ADS) and a pair of sung words. Word learning performance was better with sung words than with ADS words in 1- to 2-year olds (Experiments 1a and 1b), 3- to 4-year olds (Experiment 1a), and 4- to 5-year olds (Experiment 2b), revealing a benefit of song in word learning in all age ranges recruited. We also examined whether children successfully learned the words by comparing their performance against chance. The 1- to 2-year olds only learned sung words, but the 3- to 4-year olds learned both sung and ADS words, suggesting that the reliance on music features in word learning observed at ages 1-2 decreased with age. Furthermore, song facilitated the word mapping-recognition processes. Results on children's LTM performance showed that the 4- to 5-year olds' LTM performance did not differ between sung and ADS words. However, the 4- to 5-year olds reliably recalled sung words but not spoken words. The reliable LTM of sung words arose from hearing sung words during the initial learning rather than at test. Finally, the benefit of song on word learning and the reliable LTM of sung words observed at ages 3-5 cannot be explained as an attentional effect.
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Affiliation(s)
- Weiyi Ma
- School of Human Environmental Sciences, University of Arkansas, Fayetteville, AR, USA
| | - Lisa Bowers
- Department of Rehabilitation, Human Resources and Communication Disorders, University of Arkansas, Fayetteville, AR, USA
| | - Douglas Behrend
- Department of Psychological Science, University of Arkansas, Fayetteville, AR, USA
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7
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Dalla Bella S, Janaqi S, Benoit CE, Farrugia N, Bégel V, Verga L, Harding EE, Kotz SA. Unravelling individual rhythmic abilities using machine learning. Sci Rep 2024; 14:1135. [PMID: 38212632 PMCID: PMC10784578 DOI: 10.1038/s41598-024-51257-7] [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: 05/06/2023] [Accepted: 01/02/2024] [Indexed: 01/13/2024] Open
Abstract
Humans can easily extract the rhythm of a complex sound, like music, and move to its regular beat, like in dance. These abilities are modulated by musical training and vary significantly in untrained individuals. The causes of this variability are multidimensional and typically hard to grasp in single tasks. To date we lack a comprehensive model capturing the rhythmic fingerprints of both musicians and non-musicians. Here we harnessed machine learning to extract a parsimonious model of rhythmic abilities, based on behavioral testing (with perceptual and motor tasks) of individuals with and without formal musical training (n = 79). We demonstrate that variability in rhythmic abilities and their link with formal and informal music experience can be successfully captured by profiles including a minimal set of behavioral measures. These findings highlight that machine learning techniques can be employed successfully to distill profiles of rhythmic abilities, and ultimately shed light on individual variability and its relationship with both formal musical training and informal musical experiences.
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Affiliation(s)
- Simone Dalla Bella
- International Laboratory for Brain, Music, and Sound Research (BRAMS), Montreal, Canada.
- Department of Psychology, University of Montreal, Pavillon Marie-Victorin, CP 6128 Succursale Centre-Ville, Montréal, QC, H3C 3J7, Canada.
- Centre for Research on Brain, Language and Music (CRBLM), Montreal, Canada.
- University of Economics and Human Sciences in Warsaw, Warsaw, Poland.
| | - Stefan Janaqi
- EuroMov Digital Health in Motion, IMT Mines Ales and University of Montpellier, Ales and Montpellier, France
| | - Charles-Etienne Benoit
- Inter-University Laboratory of Human Movement Biology, EA 7424, University Claude Bernard Lyon 1, 69 622, Villeurbanne, France
| | | | | | - Laura Verga
- Comparative Bioacoustics Group, Max Planck Institute for Psycholinguistics, Nijmegen, The Netherlands
- Department of Neuropsychology & Psychopharmacology, Faculty of Psychology and Neuroscience, Maastricht University, P.O. 616, Maastricht, 6200 MD, The Netherlands
| | - Eleanor E Harding
- Department of Otorhinolaryngology/Head and Neck Surgery, University Medical Center Groningen, University of Groningen, Groningen, The Netherlands
| | - Sonja A Kotz
- Department of Neuropsychology & Psychopharmacology, Faculty of Psychology and Neuroscience, Maastricht University, P.O. 616, Maastricht, 6200 MD, The Netherlands.
- Department of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig, Germany.
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8
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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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9
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Fraile E, Gagnepain P, Eustache F, Groussard M, Platel H. Musical experience prior to traumatic exposure as a resilience factor: a conceptual analysis. Front Psychol 2023; 14:1220489. [PMID: 37599747 PMCID: PMC10436084 DOI: 10.3389/fpsyg.2023.1220489] [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: 05/11/2023] [Accepted: 07/12/2023] [Indexed: 08/22/2023] Open
Abstract
Resilience mechanisms can be dynamically triggered throughout the lifecourse by resilience factors in order to prevent individuals from developing stress-related pathologies such as posttraumatic stress disorder (PTSD). Some interventional studies have suggested that listening to music and musical practice after experiencing a traumatic event decrease the intensity of PTSD, but surprisingly, no study to our knowledge has explored musical experience as a potential resilience factor before the potential occurrence of a traumatic event. In the present conceptual analysis, we sought to summarize what is known about the concept of resilience and how musical experience could trigger two key mechanisms altered in PTSD: emotion regulation and cognitive control. Our hypothesis is that the stimulation of these two mechanisms by musical experience during the pre-traumatic period could help protect against the symptoms of emotional dysregulation and intrusions present in PTSD. We then developed a new framework to guide future research aimed at isolating and investigating the protective role of musical experience regarding the development of PTSD in response to trauma. The clinical application of this type of research could be to develop pre-trauma training that promotes emotional regulation and cognitive control, aimed at populations at risk of developing PTSD such as healthcare workers, police officers, and military staffs.
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10
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Kyrtsoudi M, Sidiras C, Papadelis G, Iliadou VM. Auditory Processing in Musicians, a Cross-Sectional Study, as a Basis for Auditory Training Optimization. Healthcare (Basel) 2023; 11:2027. [PMID: 37510468 PMCID: PMC10379437 DOI: 10.3390/healthcare11142027] [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: 05/05/2023] [Revised: 06/26/2023] [Accepted: 07/12/2023] [Indexed: 07/30/2023] Open
Abstract
Μusicians are reported to have enhanced auditory processing. This study aimed to assess auditory perception in Greek musicians with respect to their musical specialization and to compare their auditory processing with that of non-musicians. Auditory processing elements evaluated were speech recognition in babble, rhythmic advantage in speech recognition, short-term working memory, temporal resolution, and frequency discrimination threshold detection. All groups were of 12 participants. Three distinct experimental groups tested included western classical musicians, Byzantine chanters, and percussionists. The control group consisted of 12 non-musicians. The results revealed: (i) a rhythmic advantage for word recognition in noise for classical musicians (M = 12.42) compared to Byzantine musicians (M = 9.83), as well as for musicians compared to non-musicians (U = 120.50, p = 0.019), (ii) better frequency discrimination threshold of Byzantine musicians (M = 3.17, p = 0.002) compared to the other two musicians' group for the 2000 Hz region, (iii) statistically significant better working memory for musicians (U = 123.00, p = 0.025) compared to non-musicians. Musical training enhances elements of auditory processing and may be used as an additional rehabilitation approach during auditory training, focusing on specific types of music for specific auditory processing deficits.
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Affiliation(s)
- Maria Kyrtsoudi
- Clinical Psychoacoustics Laboratory, 3rd Psychiatric Department, Neurosciences Sector, Medical School, Aristotle University of Thessaloniki, 54124 Thessaloniki, Greece
| | - Christos Sidiras
- Clinical Psychoacoustics Laboratory, 3rd Psychiatric Department, Neurosciences Sector, Medical School, Aristotle University of Thessaloniki, 54124 Thessaloniki, Greece
| | - Georgios Papadelis
- School of Music Studies, Faculty of Fine Arts, Aristotle University of Thessaloniki, 57001 Thermi, Greece
| | - Vasiliki Maria Iliadou
- Clinical Psychoacoustics Laboratory, 3rd Psychiatric Department, Neurosciences Sector, Medical School, Aristotle University of Thessaloniki, 54124 Thessaloniki, Greece
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11
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Passarotto E, Kopp B, Lee A, Altenmüller E. Musical Expertise and Executive Functions in Experienced Musicians. Brain Sci 2023; 13:908. [PMID: 37371386 DOI: 10.3390/brainsci13060908] [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: 05/04/2023] [Revised: 05/30/2023] [Accepted: 06/01/2023] [Indexed: 06/29/2023] Open
Abstract
Extensive music practice has been suggested to enhance the development of cognitive abilities over and above musical expertise. Executive functions (EFs) have been particularly investigated, given their generalizability across different domains and their crucial role in almost all aspects of cognition. However, the relationship between musical expertise and EFs is still not completely understood, as several studies have reported conflicting results. The present study aims to investigate the relationship between musical expertise and EFs, determining which facets-if any-of EFs might be particularly relevant to extensive music practice. Thirty-five student pianists completed a set of neuropsychological tasks which assessed EFs (the Trail Making Task, Design Fluency, Numerical Stroop, and the Tower of London). They also performed a short musical excerpt inspired by the piano literature. Musical expertise was assessed by considering three parameters, namely the highest academic degree in music, the lifetime amount of music practice, and the quality of the sample-based musical performance. The results indicate that postgraduate piano students did not show advantages in EFs compared to undergraduate piano students. More extensive lifetime practice in music was solely associated with faster visual reaction times on the Numerical Stroop task. The Trail Making and Design Fluency scores were significant predictors of the quality of the sample-based musical performance. In conclusion, the present data suggests that EFs and the amount of music practice do not seem to be correlated in student pianists. Nevertheless, some facets of EFs and the quality of musical performance may share substantial amounts of variance.
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Affiliation(s)
- Edoardo Passarotto
- Institute of Music Physiology and Musicians' Medicine, University of Music, Drama and Media Hannover, 30175 Hanover, Germany
| | - Bruno Kopp
- Department of Neurology, Hannover Medical School, 30625 Hannover, Germany
| | - André Lee
- Institute of Music Physiology and Musicians' Medicine, University of Music, Drama and Media Hannover, 30175 Hanover, Germany
- Department of Neurology, Klinikum Rechts der Isar, Technical University of Munich; 80333 Munich, Germany
| | - Eckart Altenmüller
- Institute of Music Physiology and Musicians' Medicine, University of Music, Drama and Media Hannover, 30175 Hanover, Germany
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12
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Gustavson DE, Nayak S, Coleman PL, Iversen JR, Lense MD, Gordon RL, Maes HH. Heritability of Childhood Music Engagement and Associations with Language and Executive Function: Insights from the Adolescent Brain Cognitive Development (ABCD) Study. Behav Genet 2023; 53:189-207. [PMID: 36757558 PMCID: PMC10159991 DOI: 10.1007/s10519-023-10135-0] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/10/2022] [Accepted: 01/27/2023] [Indexed: 02/10/2023]
Abstract
Music engagement is a powerful, influential experience that often begins early in life. Music engagement is moderately heritable in adults (~ 41-69%), but fewer studies have examined genetic influences on childhood music engagement, including their association with language and executive functions. Here we explored genetic and environmental influences on music listening and instrument playing (including singing) in the baseline assessment of the Adolescent Brain Cognitive Development study. Parents reported on their 9-10-year-old children's music experiences (N = 11,876 children; N = 1543 from twin pairs). Both music measures were explained primarily by shared environmental influences. Instrument exposure (but not frequency of instrument engagement) was associated with language skills (r = .27) and executive functions (r = .15-0.17), and these associations with instrument engagement were stronger than those for music listening, visual art, or soccer engagement. These findings highlight the role of shared environmental influences between early music experiences, language, and executive function, during a formative time in development.
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Affiliation(s)
- Daniel E Gustavson
- Institute for Behavioral Genetics, University of Colorado Boulder, 1480 30th St, Boulder, CO, 80303, USA.
- Vanderbilt Genetics Institute, Vanderbilt University Medical Center, Nashville, TN, USA.
| | - Srishti Nayak
- Vanderbilt Genetics Institute, Vanderbilt University Medical Center, Nashville, TN, USA
- Department of Psychology, Middle Tennessee State University, Murfreesboro, TN, USA
- Department of Otolaryngology - Head & Neck Surgery, Vanderbilt University Medical Center, Nashville, TN, USA
| | | | - John R Iversen
- Swartz Center for Computational Neuroscience, Institute for Neural Computation, University of California, San Diego, La Jolla, CA, USA
| | - Miriam D Lense
- Department of Otolaryngology - Head & Neck Surgery, Vanderbilt University Medical Center, Nashville, TN, USA
- Vanderbilt Brain Institute, Vanderbilt University, Nashville, TN, USA
- The Curb Center, Vanderbilt University, Nashville, TN, USA
| | - Reyna L Gordon
- Vanderbilt Genetics Institute, Vanderbilt University Medical Center, Nashville, TN, USA
- Department of Otolaryngology - Head & Neck Surgery, Vanderbilt University Medical Center, Nashville, TN, USA
- Vanderbilt Brain Institute, Vanderbilt University, Nashville, TN, USA
- The Curb Center, Vanderbilt University, Nashville, TN, USA
| | - Hermine H Maes
- Department of Human and Molecular Genetics, Virginia Institute for Psychiatric and Behavioral Genetics, Virginia Commonwealth University, Richmond, VA, USA
- Department of Psychiatry, Virginia Institute for Psychiatric and Behavioral Genetics, Virginia Commonwealth University, Richmond, VA, USA
- Massey Cancer Center, Virginia Commonwealth University, Richmond, VA, USA
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13
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Hao J, Pang Y, Liu Y, Jing Y, Li J, Mi R, Zheng M. The Relationship between Formal Music Training and Conflict Control: An ERP Study. Brain Sci 2023; 13:brainsci13050723. [PMID: 37239195 DOI: 10.3390/brainsci13050723] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/06/2023] [Revised: 04/06/2023] [Accepted: 04/23/2023] [Indexed: 05/28/2023] Open
Abstract
Music training involves manifolds of sensorimotor processes that tie closely with executive functions, including conflict control. Past studies have found consistent evidence in children of the link between music learning and executive functions. However, the same relationship has not been found in adult populations, and conflict control has yet to be studied in a focused manner. Via the Stroop task and event-related potentials (ERPs), the present study examined the association between musical training and conflict control ability among Chinese college students. The findings exhibited that individuals with music training outperformed individuals without music training by demonstrating higher accuracy and faster reaction times on the Stroop task and exhibiting greater N2 and smaller P3 amplitudes compared to the control group. The results support our hypothesis that people who received music training demonstrate advantages in their capacity for conflict control. The findings also provide scope for future research.
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Affiliation(s)
- Jiayi Hao
- School of Psychology, Southwest University, Chongqing 400715, China
- Chongqing Vocational College of Culture and Arts, Chongqing 400067, China
- School of Music, Southwest University, Chongqing 400799, China
| | - Yazhi Pang
- School of Psychology, Southwest University, Chongqing 400715, China
| | - Yong Liu
- School of Psychology, Southwest University, Chongqing 400715, China
- Key Laboratory of Cognition and Personality (Ministry of Education), Southwest University, Chongqing 400715, China
| | - Yuanluo Jing
- School of Psychology, Southwest University, Chongqing 400715, China
| | - Jianbo Li
- Chongqing Municipal Educational Examinations Authority, Chongqing 401126, China
| | - Ruochuan Mi
- Chongqing Vocational College of Culture and Arts, Chongqing 400067, China
| | - Maoping Zheng
- School of Music, Southwest University, Chongqing 400799, China
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14
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Differences between Monolinguals and Bilinguals in Phonetic and Phonological Learning and the Connection with Auditory Sensory Memory. Brain Sci 2023; 13:brainsci13030488. [PMID: 36979298 PMCID: PMC10046011 DOI: 10.3390/brainsci13030488] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/11/2023] [Revised: 02/06/2023] [Accepted: 03/08/2023] [Indexed: 03/15/2023] Open
Abstract
Bilingualism has been linked with improved function regarding certain aspects of linguistic processing, e.g., novel word acquisition and learning unfamiliar sound patterns. Two non mutually-exclusive approaches might explain these results. One is related to executive function, speculating that more effective learning is achieved through actively choosing relevant information while inhibiting potentially interfering information. While still controversial, executive function enhancements attributed to bilingual experience have been reported for decades. The other approach, understudied to date, emphasizes the role of sensory mechanisms, specifically auditory sensory memory. Bilinguals outperformed monolinguals in tasks involving auditory processing and episodic memory recall, but the questions whether (1) bilinguals’ auditory sensory memory skills are also enhanced, and (2) phonetic skill and auditory sensory memory are correlated, remain open, however. Our study is innovative in investigating phonetic learning skills and auditory sensory memory in the same speakers from two groups: monolinguals and early bilinguals. The participants were trained and tested on an artificial accent of English and their auditory sensory memory was assessed based on a digit span task. The results demonstrated that, compared to monolinguals, bilinguals exhibit enhanced auditory sensory memory and phonetic and phonological learning skill, and a correlation exists between them.
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15
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Sanfins MD, Gielow I, Madazio G, Honorio F, Bordin T, Skarzynski PH, Skarzynska MB, Behlau M. The Effects of Monaural Stimulation on Frequency-Following Responses in Adults Who Can Sing in Tune and Those Who Cannot. Int Arch Otorhinolaryngol 2023; 27:e203-e210. [PMID: 37125359 PMCID: PMC10147469 DOI: 10.1055/s-0043-1761167] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/03/2020] [Accepted: 05/20/2021] [Indexed: 02/10/2023] Open
Abstract
Abstract
Introduction Musicians have an advantage over non-musicians in detecting, perceiving, and processing nonverbal (i.e., environmental sounds, tones and others) and verbal sounds (i.e., consonant, vowel, phrases and others) as well as instrumental sounds. In contrast to the high skill of musicians, there is another group of people who are tone-deaf and have difficulty in distinguishing musical sounds or singing in tune. These sounds can originate in different ways, such as a musical instrument, orchestra, or the human voice.
Objective The objective of the present work is to study frequency-following responses (FFRs) in individuals who can sing in-tune and those who sing off-tune.
Methods Electrophysiological responses were recorded in 37 individuals divided in two groups: (i) control group (CG) with professional musicians, and (ii) experimental group (EG) with non-musicians.
Results There was homogeneity between the two groups regarding age and gender. The CG had more homogeneous responses in the latency of the FFRs waves when responses between the right and left ears were compared to those of the EG.
Conclusion This study showed that monaural stimulation (right or left) in an FFR test is useful for demonstrating impairment of speech perception in individuals who sing off tune. The response of the left ear appears to present more subtlety and reliability when identifying the coding of speech sound in individuals who sing off tune.
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Affiliation(s)
- Milaine Dominici Sanfins
- Department of Audiology, Albert Einstein Instituto Israelita de Ensino e Pesquisa, São Paulo, SP, Brazil
- Department of Electrophysiology, Centro de Estudos da Voz (CEV), São Paulo, SP, Brazil
| | - Ingrid Gielow
- Department of Hearing, Centro de Estudos da Voz (CEV), São Paulo, SP, Brazil
| | - Glaucya Madazio
- Department of Voice, Centro de Estudos da Voz (CEV), São Paulo, SP, Brazil
| | - Francine Honorio
- Department of Voice, Centro de Estudos da Voz (CEV), São Paulo, SP, Brazil
| | - Tatiana Bordin
- Department of Estatistical, Instituto de pesquisa Eldorado, Campinas, SP, Brazil
| | - Piotr Henryk Skarzynski
- Department of Hearing, Institute of Physiology and Pathology of Hearing, Warsaw, Poland
- Department of Heart Failure and Cardiac Rehabilitation, Univeristy of Warsaw, Poland
- Department of Otolaryngology, Institute of Sensory Organs, Warsaw, Poland
| | - Magdalena Beata Skarzynska
- Department of Otolaryngology, Institute of Sensory Organs, Warsaw, Poland
- Department of Hearing, Institute of Physiology and Pathology of Hearing, World Hearing Center, Kajetany, Poland
- Department of Hearing, Center of Hearing and Speech, Kajetany, Poland
| | - Mara Behlau
- Department of Voice, Centro de Estudos da Voz (CEV), São Paulo, SP, Brazil
- Department of Voice, Universidade Federal de São Paulo, São Paulo, Brazil
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16
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Maillard E, Joyal M, Murray MM, Tremblay P. Are musical activities associated with enhanced speech perception in noise in adults? A systematic review and meta-analysis. CURRENT RESEARCH IN NEUROBIOLOGY 2023. [DOI: 10.1016/j.crneur.2023.100083] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/30/2023] Open
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17
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Frey A, Lessard A, Carchon I, Provasi J, Pulido L. Rhythmic training, literacy, and graphomotor skills in kindergarteners. Front Psychol 2022; 13:959534. [PMID: 36571064 PMCID: PMC9773882 DOI: 10.3389/fpsyg.2022.959534] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/01/2022] [Accepted: 11/17/2022] [Indexed: 12/13/2022] Open
Abstract
Introduction The aim of this manuscript is twofold: first, to investigate the relationship between rhythmic, phonological and graphomotor skills in kindergarten children; and second, to evaluate the possible impact of rhythmic training on the two other skills. Methods To that end, we selected a sample of 78 children in Québec. Forty-two children received rhythmic training (experimental group) and 34 arts training (active control group) during the same period (10 weeks). Before and after training, children in both groups were assessed for general skills (forward and backward memory span, vocabulary, non-verbal ability), rhythmic skills (synchronization and discrimination tasks), literacy skills (phonological skills - syllable counting, syllable deletion, rhyme discrimination - and invented spelling skills) and graphomotor skills (legibility of letter writing, quality of copying of geometric shapes). Results Results showed correlations between the child's rhythmic and literacy skills, as well as between rhythm synchronization and pen pressure. In addition, rhythmic training showed improvement in rhythmic abilities, but this did not transfer to literacy or graphomotor development (apart from a significant increase in the duration of pauses in both groups at post-test, with a larger improvement for the rhythm group). Discussion These results are discussed in terms of duration and intensity of learning, and they highlight the possible benefits of informal rhythm practices in the classroom.
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Affiliation(s)
- Aline Frey
- Laboratoire de Neurosciences Cognitives, UMR 7291, CNRS – INSPE de l’Université d’Aix-Marseille, Marseille, France,*Correspondence: Aline Frey,
| | - Andrée Lessard
- Département des sciences de l’éducation, Université du Québec à Trois-Rivières, Trois-Rivières, QC, Canada,Centre de recherche interuniversitaire sur la formation et la profession enseignante (CRIFPE), Montréal, QC, Canada,Consortium régional de recherche en éducation (CRRE), Saguenay, QC, Canada,Observatoire interdisciplinaire de création et de recherche en musique, Université Laval (OICRM-ULaval), Québec, QC, Canada
| | - Isabelle Carchon
- Laboratoire CHArt, Cognitions Humaine et ARTificielle, EPHE - PSL, École Pratique des Hautes Études - Paris Sciences Lettres, Campus Condorcet, Aubervilliers, France
| | - Joëlle Provasi
- Laboratoire CHArt, Cognitions Humaine et ARTificielle, EPHE - PSL, École Pratique des Hautes Études - Paris Sciences Lettres, Campus Condorcet, Aubervilliers, France
| | - Loïc Pulido
- Consortium Régional de Recherche en Éducation (CRRE) et département des sciences de l’éducation, Université du Québec à Chicoutimi, Saguenay, QC, Canada,Centre de Recherche et d’Intervention sur la Réussite Scolaire (CRIRES), Université Laval, Québec, QC, Canada
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18
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Habibi A, Kreutz G, Russo F, Tervaniemi M. Music-based interventions in community settings: Navigating the tension between rigor and ecological validity. Ann N Y Acad Sci 2022; 1518:47-57. [PMID: 36200590 PMCID: PMC10092011 DOI: 10.1111/nyas.14908] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/05/2023]
Abstract
Empirical research of community-based music interventions has advanced to investigate the individual, social, and educational implications of arts-for-wellbeing practices. Here, we present the motivations, aims, hypotheses, and implications of this complex field of inquiry. We describe examples of recent large-scale investigations to reflect on the major methodological challenges. Community-based music interventions strike a balance between the empirical rigor of clinical trials and the demands of ecological validity. We argue that this balance should be viewed as an asset rather than a mere pragmatic compromise. We also offer some perspectives on best-practice models for effectively engaging in this type of work.
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Affiliation(s)
- Assal Habibi
- Brain and Creativity Institute, University of Southern California, Los Angeles, California, USA
| | - Gunter Kreutz
- Department of Music, Carl von Ossietzky University Oldenburg, Oldenburg, Germany
| | - Frank Russo
- Department of Psychology, Toronto Metropolitan University, Toronto, Ontario, Canada
| | - Mari Tervaniemi
- Cognitive Brain Research Unit, Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Helsinki, Finland.,Centre of Excellence in Music, Mind, Body and Brain (MMBB), Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland
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19
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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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20
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Wang J, Xu R, Guo X, Guo S, Zhou J, Lu J, Yao D. Different Music Training Modulates Theta Brain Oscillations Associated with Executive Function. Brain Sci 2022; 12:brainsci12101304. [PMID: 36291238 PMCID: PMC9599161 DOI: 10.3390/brainsci12101304] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/06/2022] [Revised: 09/16/2022] [Accepted: 09/24/2022] [Indexed: 12/03/2022] Open
Abstract
Different music training involves different hand coordination levels and may have a significant influence on brain oscillation for the executive function. However, few research has focused on the plasticity of executive function and the brain oscillation modulated by different musical instrument training modules. In this study, we recruited 18 string musicians, 20 pianists, and 19 non-musicians to perform a bimanual key pressing task during EEG recording. Behavioral results revealed that pianists have the highest accuracy and the shortest response time, followed by string musicians and non-musicians (p < 0.05). Time-frequency analyses of EEG revealed that pianists generated significantly greater theta power than the other groups from 500 ms to 800 ms post-stimulus in mid-central, frontal brain areas, and motor control areas. Functional connectivity analyses found that the pianists showed significantly greater connectivity in the frontal-parietal area in theta band based on phase-locking value analysis, which suggests that piano training improves executive function and enhances the connectivity between prefrontal and mid-central regions. These findings contribute to a better understanding of the effects of different music training on executive function.
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Affiliation(s)
- Junce Wang
- The Clinical Hospital of Chengdu Brain Science Institute, University of Electronic Science and Technology of China, Chengdu 611731, China
- School of Life Science and Technology, University of Electronic Science and Technology of China, Chengdu 611731, China
| | - Ruijie Xu
- School of Glasgow, University of Electronic Science and Technology of China, Chengdu 611731, China
| | - Xiaolong Guo
- School of Life Science and Technology, University of Electronic Science and Technology of China, Chengdu 611731, China
| | - Sijia Guo
- School of Life Science and Technology, University of Electronic Science and Technology of China, Chengdu 611731, China
| | - Junchen Zhou
- School of Life Science and Technology, University of Electronic Science and Technology of China, Chengdu 611731, China
| | - Jing Lu
- The Clinical Hospital of Chengdu Brain Science Institute, University of Electronic Science and Technology of China, Chengdu 611731, China
- School of Life Science and Technology, University of Electronic Science and Technology of China, Chengdu 611731, China
- Correspondence: (J.L.); (D.Y.)
| | - Dezhong Yao
- Research Unit of NeuroInformation 2019RU035, Chinese Academy of Medical Sciences, Chengdu 611731, China
- School of Electrical Engineering, Zhengzhou University, Zhengzhou 450001, China
- Correspondence: (J.L.); (D.Y.)
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21
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Schmidt CR, Schmidt SR, Wilson KA. Individual differences in memory disruption caused by simulated cellphone notifications. Memory 2022; 30:1349-1386. [DOI: 10.1080/09658211.2022.2120203] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/14/2022]
Affiliation(s)
| | - Stephen R. Schmidt
- Psychology Department, Middle Tennessee State University, Murfreesboro, TN, USA
| | - Kara A. Wilson
- Psychology Department, Middle Tennessee State University, Murfreesboro, TN, USA
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22
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Neves L, Correia AI, Castro SL, Martins D, Lima CF. Does music training enhance auditory and linguistic processing? A systematic review and meta-analysis of behavioral and brain evidence. Neurosci Biobehav Rev 2022; 140:104777. [PMID: 35843347 DOI: 10.1016/j.neubiorev.2022.104777] [Citation(s) in RCA: 8] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/11/2022] [Revised: 07/11/2022] [Accepted: 07/12/2022] [Indexed: 02/02/2023]
Abstract
It is often claimed that music training improves auditory and linguistic skills. Results of individual studies are mixed, however, and most evidence is correlational, precluding inferences of causation. Here, we evaluated data from 62 longitudinal studies that examined whether music training programs affect behavioral and brain measures of auditory and linguistic processing (N = 3928). For the behavioral data, a multivariate meta-analysis revealed a small positive effect of music training on both auditory and linguistic measures, regardless of the type of assignment (random vs. non-random), training (instrumental vs. non-instrumental), and control group (active vs. passive). The trim-and-fill method provided suggestive evidence of publication bias, but meta-regression methods (PET-PEESE) did not. For the brain data, a narrative synthesis also documented benefits of music training, namely for measures of auditory processing and for measures of speech and prosody processing. Thus, the available literature provides evidence that music training produces small neurobehavioral enhancements in auditory and linguistic processing, although future studies are needed to confirm that such enhancements are not due to publication bias.
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Affiliation(s)
- Leonor Neves
- Centro de Investigação e Intervenção Social (CIS-IUL), Instituto Universitário de Lisboa (ISCTE-IUL), Lisboa, Portugal
| | - Ana Isabel Correia
- Centro de Investigação e Intervenção Social (CIS-IUL), Instituto Universitário de Lisboa (ISCTE-IUL), Lisboa, Portugal
| | - São Luís Castro
- Centro de Psicologia da Universidade do Porto (CPUP), Faculdade de Psicologia e de Ciências da Educação da Universidade do Porto (FPCEUP), Porto, Portugal
| | - Daniel Martins
- Department of Neuroimaging, Institute of Psychiatry, Psychology and Neuroscience, King's College London, UK; NIHR Maudsley Biomedical Research Centre (BRC), South London and Maudsley NHS Foundation Trust, London, UK
| | - César F Lima
- Centro de Investigação e Intervenção Social (CIS-IUL), Instituto Universitário de Lisboa (ISCTE-IUL), Lisboa, Portugal.
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23
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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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24
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Rodriguez-Gomez DA, Talero-Gutiérrez C. Effects of music training in executive function performance in children: A systematic review. Front Psychol 2022; 13:968144. [PMID: 36003104 PMCID: PMC9393548 DOI: 10.3389/fpsyg.2022.968144] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/13/2022] [Accepted: 07/15/2022] [Indexed: 11/16/2022] Open
Abstract
Music training has traditionally been a fundamental component of children's education across several cultures. Moreover, music training has been hypothesized to enhance the development of executive functions and improve executive performance in children. In this systematic review, we analyze the available evidence of the effects of music training on executive function performance, evaluated using validated neuropsychologic batteries and classic tasks. To achieve this objective, we performed a systematic search in three databases (PubMed, Ovid MEDLINE, and Scopus) and selected case-control or intervention studies conducted on children with neurotypical development. We analyzed 29 studies that met the inclusion criteria and observed significant heterogeneity among the music interventions and methods for assessing executive functions. The review of the available literature suggests a beneficial effect of music training in core executive function performance, primarily in inhibitory control, and to a lesser extent, in working memory and cognitive flexibility.
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Affiliation(s)
| | - Claudia Talero-Gutiérrez
- Neuroscience Research Group (NeURos), NeuroVitae Center for Neuroscience, School of Medicine and Health Sciences, Universidad del Rosario, Bogotá, Colombia
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25
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Bugos JA, DeMarie D, Stokes C, P Power L. Multimodal music training enhances executive functions in children: Results of a randomized controlled trial. Ann N Y Acad Sci 2022; 1516:95-105. [PMID: 35899371 DOI: 10.1111/nyas.14857] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
Music training programs have shown mixed results on children's executive functions. The purpose of the present study was to evaluate the impact of a 10-week multimodal music program with vocal development, bimanual coordination, and musical improvisation, on children's executive functions. We hypothesized that a 10-week music program would enhance executive functions in working memory in 4- to 6-year-old children. Eighty-four children were randomly assigned to a multimodal music program, an active control Lego program, or no treatment control condition (i.e., randomized controlled design). All children completed measures of music aptitude, music achievement, and executive functions (i.e., EF Touch) pre- and post-training. Results revealed enhanced pitch accuracy and working memory for children in the music training group as compared to the other conditions. Children in the Lego condition demonstrated significant enhancements of spatial working memory. Tonal music aptitude significantly predicted performance on measures of working memory. Contributions to the literature include the randomized controlled design, group multimodal music program appropriate for 4- to 6-year-old children, and the use of executive function measures sensitive to individual differences.
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Affiliation(s)
- Jennifer A Bugos
- School of Music, Center for Music Education Research, University of South Florida, Tampa, Florida, USA
| | - Darlene DeMarie
- Educational and Psychological Studies, University of South Florida, Tampa, Florida, USA
| | - Christina Stokes
- School of Music, Center for Music Education Research, University of South Florida, Tampa, Florida, USA
| | - Lindsay P Power
- School of Music, Center for Music Education Research, University of South Florida, Tampa, Florida, USA
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26
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Yan J, Chen L, Yu Y, Xu H, Xu Z, Sheng Y, Chen J. Neuroimaging-ITM: A Text Mining Pipeline Combining Deep Adversarial Learning with Interaction Based Topic Modeling for Enabling the FAIR Neuroimaging Study. Neuroinformatics 2022; 20:701-726. [PMID: 35235184 DOI: 10.1007/s12021-022-09571-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/04/2022] [Indexed: 12/31/2022]
Abstract
Sharing various neuroimaging digital resources have received widespread attention in FAIR (Findable, Accessible, Interoperable and Reusable) neuroscience. In order to support a comprehensive understanding of brain cognition, neuroimaging provenance should be constructed to characterize both research processes and results, and integrates various digital resources for quick replication and open cooperation. This brings new challenges to neuroimaging text mining, including fragmented information, lack of labelled corpora, and vague topics. This paper proposes a text mining pipeline for enabling the FAIR neuroimaging study. In order to avoid fragmented information, the Brain Informatics provenance model is redesigned based on NIDM (Neuroimaging Data Model) and FAIR facets. It can systematically capture the provenance requests from the FAIR neuroimaging study and then transform them into a group of text mining tasks. A neuroimaging text mining pipeline combining deep adversarial learning with interaction based topic modeling, called neuroimaging interaction topic model (Neuroimaging-ITM), is proposed to automatically extract neuroimaging provenance and identify research topics in the few-shot scenario. Finally, a group of experiments is completed by using real data from the journal PloS One. The experimental results show that Neuroimaging-ITM can systematically and accurately extract provenance information and obtain high-quality research topics from the full text of neuroimaging articles. Most of the mean F1 values of provenance extraction exceed 0.9. The topic coherence and KL (Kullback-Leibler) divergence reach 9.95 and 0.96 respectively. The results are obviously better than baseline methods.
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Affiliation(s)
- Jianzhuo Yan
- Faculty of Information Technology, Beijing University of Technology, Beijing, 100124, China.,Engineering Research Center of Digital Community, Beijing University of Technology, Beijing, 100124, China
| | - Lihong Chen
- Faculty of Information Technology, Beijing University of Technology, Beijing, 100124, China.,Engineering Research Center of Digital Community, Beijing University of Technology, Beijing, 100124, China
| | - Yongchuan Yu
- Faculty of Information Technology, Beijing University of Technology, Beijing, 100124, China.,Engineering Research Center of Digital Community, Beijing University of Technology, Beijing, 100124, China
| | - Hongxia Xu
- Faculty of Information Technology, Beijing University of Technology, Beijing, 100124, China.,Engineering Research Center of Digital Community, Beijing University of Technology, Beijing, 100124, China
| | - Zhe Xu
- Faculty of Information Technology, Beijing University of Technology, Beijing, 100124, China
| | - Ying Sheng
- Faculty of Information Technology, Beijing University of Technology, Beijing, 100124, China
| | - Jianhui Chen
- Faculty of Information Technology, Beijing University of Technology, Beijing, 100124, China. .,Beijing International Collaboration Base On Brain Informatics and Wisdom Services, Beijing University of Technology, Beijing, 100124, China. .,Beijing Key Laboratory of MRI and Brain Informatics, Beijing University of Technology, Beijing, 100124, China.
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27
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Pentikäinen E, Kimppa L, Makkonen T, Putkonen M, Pitkäniemi A, Salakka I, Paavilainen P, Tervaniemi M, Särkämö T. Benefits of choir singing on complex auditory encoding in the aging brain: An ERP study. Ann N Y Acad Sci 2022; 1514:82-92. [PMID: 35596717 DOI: 10.1111/nyas.14789] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
Aging is accompanied by difficulties in auditory information processing, especially in more complex sound environments. Choir singing requires efficient processing of multiple sound features and could, therefore, mitigate the detrimental effects of aging on complex auditory encoding. We recorded auditory event-related potentials during passive listening of sounds in healthy older adult (≥ 60 years) choir singers and nonsinger controls. We conducted a complex oddball condition involving encoding of abstract regularities in combinations of pitch and location features, as well as in two simple oddball conditions, in which only either the pitch or spatial location of the sounds was varied. We analyzed change-related mismatch negativity (MMN) and obligatory P1 and N1 responses in each condition. In the complex condition, the choir singers showed a larger MMN than the controls, which also correlated with better performance in a verbal fluency test. In the simple pitch and location conditions, the choir singers had smaller N1 responses compared to the control subjects, whereas the MMN responses did not differ between groups. These results suggest that regular choir singing is associated both with more enhanced encoding of complex auditory regularities and more effective adaptation to simple sound features.
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Affiliation(s)
- Emmi Pentikäinen
- Cognitive Brain Research Unit, Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Helsinki, Finland
| | - Lilli Kimppa
- Cognitive Brain Research Unit, Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Helsinki, Finland
| | - Tommi Makkonen
- Cognitive Brain Research Unit, Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Helsinki, Finland
| | - Mikko Putkonen
- Department of Psychology and Speech-Language Pathology, Faculty of Social Sciences, University of Turku, Turku, Finland
| | - Anni Pitkäniemi
- Cognitive Brain Research Unit, Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Helsinki, Finland
| | - Ilja Salakka
- Cognitive Brain Research Unit, Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Helsinki, Finland
| | - Petri Paavilainen
- Cognitive Brain Research Unit, Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Helsinki, Finland
| | - Mari Tervaniemi
- Cognitive Brain Research Unit, Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Helsinki, Finland.,Department of Education, Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland
| | - Teppo Särkämö
- Cognitive Brain Research Unit, Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Helsinki, Finland
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28
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Paquet A, Simard F, Cadoret G. Electrophysiological Evidence of Enhanced Auditory Retrieval in Musically Trained Children. J PSYCHOPHYSIOL 2022. [DOI: 10.1027/0269-8803/a000298] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
Abstract. Musical practice enhances auditory processing in children as related to pitch perception or tonal discrimination. The purpose of this study was to examine whether these benefits also occur in auditory working memory by influencing its neural substrates. Two groups of children aged between 7 and 11 years old were compared using an auditory retrieval task with three conditions: frequency retrieval, duration retrieval, and control. Musician children had weekly private violin or cello lessons for at least 14 months, whereas non-musician children had no musical training. Results showed that musicians’ scores on the Gordon’s Primary Measure of Music Audiation test were significantly higher than non-musicians’ scores in the rhythm and tone conditions. On memory tasks, musicians outperformed non-musicians in frequency retrieval but not in duration retrieval. Differences in retrieval performance were associated with a larger P200-like waveform over frontal sites in musicians and a larger N400-like waveform over centro-parietal sites in non-musicians. A source current density analysis revealed differences in frontal activities between musicians and non-musicians, suggesting that musical training influenced the neural mechanisms supporting auditory retrieval in children. These results are in agreement with previous studies that showed a better auditory memory in musicians. Furthermore, they suggest that in children, the effect of musical training can be strong enough to positively influence higher-order auditory memory processes such as active retrieval, as well as their neural correlates.
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Affiliation(s)
- Anik Paquet
- Faculty of Sciences, University of Quebec in Montreal, QC, Canada
| | - France Simard
- Faculty of Arts, University of Quebec in Montreal, QC, Canada
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29
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Winston JL, Jazwinski BM, Corey DM, Colombo PJ. Music Training, and the Ability of Musicians to Harmonize, Are Associated With Enhanced Planning and Problem-Solving. Front Psychol 2022; 12:805186. [PMID: 35153926 PMCID: PMC8828942 DOI: 10.3389/fpsyg.2021.805186] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/29/2021] [Accepted: 12/13/2021] [Indexed: 11/26/2022] Open
Abstract
Music training is associated with enhanced executive function but little is known about the extent to which harmonic aspects of musical training are associated with components of executive function. In the current study, an array of cognitive tests associated with one or more components of executive function, was administered to young adult musicians and non-musicians. To investigate how harmonic aspects of musical training relate to executive function, a test of the ability to compose a four-part harmony was developed and administered to musicians. We tested the working hypothesis that musicians would outperform non-musicians on measures of executive function, and that among musicians, the ability to harmonize would correlate positively with measures of executive function. Results indicate that musicians outperformed non-musicians on the Tower of London task, a measure of planning and problem-solving. Group differences were not detected on tasks more selective for inhibitory control, conflict resolution, or working memory. Among musicians, scores on the harmony assessment were positively correlated with performance of the Tower of London task. Taken together, the current results support a strong relationship between musicianship and planning and problem solving abilities, and indicate that the ability to harmonize is associated with components of executive function contributing to planning and problem solving.
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Affiliation(s)
- Jenna L Winston
- Department of Psychology, Tulane University, New Orleans, LA, United States
| | | | - David M Corey
- Department of Psychology, Tulane University, New Orleans, LA, United States
| | - Paul J Colombo
- Department of Psychology, Tulane University, New Orleans, LA, United States.,Brain Institute, Tulane University, New Orleans, LA, United States
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30
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Jansen P, Hoja S, Jost L. Are There Gender Differences in Executive Functions in Musicians and Non-Musicians? JOURNAL OF INDIVIDUAL DIFFERENCES 2022. [DOI: 10.1027/1614-0001/a000350] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/25/2023]
Abstract
Abstract. Until now, better performance in executive functions (EF) in musicians compared to non-musicians has not been investigated in relation to possible gender differences. For that, it is the main goal of this study to investigate possible gender differences in executive functions. Sixty-three musicians and 64 non-musicians, 63 men and 64 women respectively, completed tests of (a) cognitive processing speed (ZVT), (b) working memory (2-Back Task), (c) inhibition (Flanker Task), and (d) cognitive flexibility (Wisconsin Card Sorting Test, WCST). Results showed a significantly better performance for the target accuracy in the working memory task for musicians compared to non-musicians but not in the other tasks of executive functions. Furthermore, women demonstrated a better performance than men for the target accuracy in the 2-Back Task. However, only cognitive processing speed predicted working memory performance but not the group affiliation or gender. This study revealed that gender differences in executive functions are less likely to appear also in a trained sub-group.
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Affiliation(s)
- Petra Jansen
- Faculty of Human Science, University of Regensburg, Germany
| | - Sabine Hoja
- Faculty of Human Science, University of Regensburg, Germany
| | - Leonardo Jost
- Faculty of Human Science, University of Regensburg, Germany
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31
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Putkinen V, Saarikivi K, Chan TMV, Tervaniemi M. Faster maturation of selective attention in musically trained children and adolescents: Converging behavioral and event-related potential evidence. Eur J Neurosci 2021; 54:4246-4257. [PMID: 33932235 DOI: 10.1111/ejn.15262] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/28/2020] [Revised: 04/15/2021] [Accepted: 04/15/2021] [Indexed: 11/28/2022]
Abstract
Previous work suggests that musical training in childhood is associated with enhanced executive functions. However, it is unknown whether this advantage extends to selective attention-another central aspect of executive control. We recorded a well-established event-related potential (ERP) marker of distraction, the P3a, during an audio-visual task to investigate the maturation of selective attention in musically trained children and adolescents aged 10-17 years and a control group of untrained peers. The task required categorization of visual stimuli, while a sequence of standard sounds and distracting novel sounds were presented in the background. The music group outperformed the control group in the categorization task and the younger children in the music group showed a smaller P3a to the distracting novel sounds than their peers in the control group. Also, a negative response elicited by the novel sounds in the N1/MMN time range (~150-200 ms) was smaller in the music group. These results indicate that the music group was less easily distracted by the task-irrelevant sound stimulation and gated the neural processing of the novel sounds more efficiently than the control group. Furthermore, we replicated our previous finding that, relative to the control group, the musically trained children and adolescents performed faster in standardized tests for inhibition and set shifting. These results provide novel converging behavioral and electrophysiological evidence from a cross-modal paradigm for accelerated maturation of selective attention in musically trained children and adolescents and corroborate the association between musical training and enhanced inhibition and set shifting.
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Affiliation(s)
- Vesa Putkinen
- Turku PET Centre, University of Turku, Turku, Finland
- Cognitive Brain Research Unit, Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Helsinki, Finland
| | - Katri Saarikivi
- Cognitive Brain Research Unit, Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Helsinki, Finland
- Cicero Learning, Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland
| | | | - Mari Tervaniemi
- Cognitive Brain Research Unit, Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Helsinki, Finland
- Cicero Learning, Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland
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Music Modulates Cognitive Flexibility? An Investigation of the Benefits of Musical Training on Markers of Cognitive Flexibility. Brain Sci 2021; 11:brainsci11040451. [PMID: 33918191 PMCID: PMC8066621 DOI: 10.3390/brainsci11040451] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/01/2021] [Revised: 03/28/2021] [Accepted: 03/30/2021] [Indexed: 11/30/2022] Open
Abstract
Cognitive flexibility enables the rapid change in goals humans want to attain in everyday life as well as in professional contexts, e.g., as musicians. In the laboratory, cognitive flexibility is usually assessed using the task-switching paradigm. In this paradigm participants are given at least two classification tasks and are asked to switch between them based on valid cues or memorized task sequences. The mechanisms enabling cognitive flexibility are investigated through two empirical markers, namely switch costs and n-2 repetition costs. In this study, we assessed both effects in a pre-instructed task-sequence paradigm. Our aim was to assess the transfer of musical training to non-musical stimuli and tasks. To this end, we collected the data of 49 participants that differed in musical training assessed using the Goldsmiths Musical Sophistication Index. We found switch costs that were not significantly influenced by the degree of musical training. N-2 repetition costs were small for all levels of musical training and not significant. Musical training did not influence performance to a remarkable degree and did not affect markers of mechanisms underlying cognitive flexibility, adding to the discrepancies of findings on the impact of musical training in non-music-specific tasks.
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33
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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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Dittinger E, Korka B, Besson M. Evidence for Enhanced Long-term Memory in Professional Musicians and Its Contribution to Novel Word Learning. J Cogn Neurosci 2020; 33:662-682. [PMID: 33378241 DOI: 10.1162/jocn_a_01670] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/03/2023]
Abstract
Previous studies evidenced transfer effects from professional music training to novel word learning. However, it is unclear whether such an advantage is driven by cascading, bottom-up effects from better auditory perception to semantic processing or by top-down influences from cognitive functions on perception. Moreover, the long-term effects of novel word learning remain an open issue. To address these questions, we used a word learning design, with four different sets of novel words, and we neutralized the potential perceptive and associative learning advantages in musicians. Under such conditions, we did not observe any advantage in musicians on the day of learning (Day 1 [D1]), at neither a behavioral nor an electrophysiological level; this suggests that the previously reported advantages in musicians are likely to be related to bottom-up processes. Nevertheless, 1 month later (Day 30 [D30]) and for all types of novel words, the error increase from D1 to D30 was lower in musicians compared to nonmusicians. In addition, for the set of words that were perceptually difficult to discriminate, only musicians showed typical N400 effects over parietal sites on D30. These results demonstrate that music training improved long-term memory and that transfer effects from music training to word learning (i.e., semantic levels of speech processing) benefit from reinforced (long-term) memory functions. Finally, these findings highlight the positive impact of music training on the acquisition of foreign languages.
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Affiliation(s)
- Eva Dittinger
- Université Publique de France, CNRS & Aix-Marseille University, Laboratoire de Neurosciences Cognitives (LNC).,Université Publique de France, CNRS & Aix-Marseille University, Laboratoire Parole et Langage (LPL).,Institute for Language and Communication in the Brain, Aix-en-Provence, France
| | - Betina Korka
- Cognitive and Biological Psychology, Institute of Psychology - Wilhelm Wundt, Leipzig University, Germany
| | - Mireille Besson
- Université Publique de France, CNRS & Aix-Marseille University, Laboratoire de Neurosciences Cognitives (LNC).,Institute for Language and Communication in the Brain, Aix-en-Provence, France
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35
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CHEN J, ZHOU Y, CHEN J. The relationship between musical training and inhibitory control: An ERPs study. ACTA PSYCHOLOGICA SINICA 2020. [DOI: 10.3724/sp.j.1041.2020.01365] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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36
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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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37
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James CE, Altenmüller E, Kliegel M, Krüger THC, Van De Ville D, Worschech F, Abdili L, Scholz DS, Jünemann K, Hering A, Grouiller F, Sinke C, Marie D. Train the brain with music (TBM): brain plasticity and cognitive benefits induced by musical training in elderly people in Germany and Switzerland, a study protocol for an RCT comparing musical instrumental practice to sensitization to music. BMC Geriatr 2020; 20:418. [PMID: 33087078 PMCID: PMC7576734 DOI: 10.1186/s12877-020-01761-y] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/09/2020] [Accepted: 09/08/2020] [Indexed: 12/21/2022] Open
Abstract
BACKGROUND Recent data suggest that musical practice prevents age-related cognitive decline. But experimental evidence remains sparse and no concise information on the neurophysiological bases exists, although cognitive decline represents a major impediment to healthy aging. A challenge in the field of aging is developing training regimens that stimulate neuroplasticity and delay or reverse symptoms of cognitive and cerebral decline. To be successful, these regimens should be easily integrated in daily life and intrinsically motivating. This study combines for the first-time protocolled music practice in elderly with cutting-edge neuroimaging and behavioral approaches, comparing two types of musical education. METHODS We conduct a two-site Hannover-Geneva randomized intervention study in altogether 155 retired healthy elderly (64-78) years, (63 in Geneva, 92 in Hannover), offering either piano instruction (experimental group) or musical listening awareness (control group). Over 12 months all participants receive weekly training for 1 hour, and exercise at home for ~ 30 min daily. Both groups study different music styles. Participants are tested at 4 time points (0, 6, and 12 months & post-training (18 months)) on cognitive and perceptual-motor aptitudes as well as via wide-ranging functional and structural neuroimaging and blood sampling. DISCUSSION We aim to demonstrate positive transfer effects for faculties traditionally described to decline with age, particularly in the piano group: executive functions, working memory, processing speed, abstract thinking and fine motor skills. Benefits in both groups may show for verbal memory, hearing in noise and subjective well-being. In association with these behavioral benefits we anticipate functional and structural brain plasticity in temporal (medial and lateral), prefrontal and parietal areas and the basal ganglia. We intend exhibiting for the first time that musical activities can provoke important societal impacts by diminishing cognitive and perceptual-motor decline supported by functional and structural brain plasticity. TRIAL REGISTRATION The Ethikkomission of the Leibniz Universität Hannover approved the protocol on 14.08.17 (no. 3604-2017), the neuroimaging part and blood sampling was approved by the Hannover Medical School on 07.03.18. The full protocol was approved by the Commission cantonale d'éthique de la recherche de Genève (no. 2016-02224) on 27.02.18 and registered at clinicaltrials.gov on 17.09.18 ( NCT03674931 , no. 81185).
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Affiliation(s)
- Clara E James
- Geneva School of Health Sciences, Geneva Musical Minds Lab (GEMMI Lab), University of Applied Sciences and Arts Western Switzerland HES-SO, Avenue de Champel 47, 1206, Geneva, Switzerland. .,Faculty of Psychology and Educational Sciences, University of Geneva, Boulevard du Pont-d'Arve 40, 1205, Geneva, Switzerland.
| | - Eckart Altenmüller
- Institute for Music Physiology and Musicians' Medecine, Hannover University of Music, Drama and Media, Neues Haus 1, 30175, Hannover, Germany.,Center for Systems Neuroscience, Bünteweg 2, 30559, Hannover, Germany
| | - Matthias Kliegel
- Faculty of Psychology and Educational Sciences, University of Geneva, Boulevard du Pont-d'Arve 40, 1205, Geneva, Switzerland.,Center for the Interdisciplinary Study of Gerontology and Vulnerability, University of Geneva, Switzerland, Boulevard du Pont d'Arve 28, 1205, Genève, Switzerland
| | - Tillmann H C Krüger
- Center for Systems Neuroscience, Bünteweg 2, 30559, Hannover, Germany.,Department of Psychiatry, Social Psychiatry and Psychotherapy, Section of Clinical Psychology & Sexual Medicine, Hannover Medical School, Centre of Mental Health, Carl-Neuberg-Str. 1, 30625, Hannover, Germany
| | - Dimitri Van De Ville
- Swiss Federal Institute of Technology Lausanne (EPFL), Route Cantonale, 1015, Lausanne, Switzerland.,Faculty of Medecine of the University of Geneva, Switzerland, Campus Biotech, Chemin des Mines 9, 1211, Geneva, Switzerland
| | - Florian Worschech
- Institute for Music Physiology and Musicians' Medecine, Hannover University of Music, Drama and Media, Neues Haus 1, 30175, Hannover, Germany.,Center for Systems Neuroscience, Bünteweg 2, 30559, Hannover, Germany
| | - Laura Abdili
- Geneva School of Health Sciences, Geneva Musical Minds Lab (GEMMI Lab), University of Applied Sciences and Arts Western Switzerland HES-SO, Avenue de Champel 47, 1206, Geneva, Switzerland
| | - Daniel S Scholz
- Institute for Music Physiology and Musicians' Medecine, Hannover University of Music, Drama and Media, Neues Haus 1, 30175, Hannover, Germany.,Center for Systems Neuroscience, Bünteweg 2, 30559, Hannover, Germany
| | - Kristin Jünemann
- Center for Systems Neuroscience, Bünteweg 2, 30559, Hannover, Germany.,Department of Psychiatry, Social Psychiatry and Psychotherapy, Section of Clinical Psychology & Sexual Medicine, Hannover Medical School, Centre of Mental Health, Carl-Neuberg-Str. 1, 30625, Hannover, Germany
| | - Alexandra Hering
- Faculty of Psychology and Educational Sciences, University of Geneva, Boulevard du Pont-d'Arve 40, 1205, Geneva, Switzerland.,Center for the Interdisciplinary Study of Gerontology and Vulnerability, University of Geneva, Switzerland, Boulevard du Pont d'Arve 28, 1205, Genève, Switzerland
| | - Frédéric Grouiller
- Swiss Center for Affective Sciences, University of Geneva, 1205 Geneva, Switzerland. Campus Biotech, Chemin des Mines 9, 1202, Geneva, Switzerland
| | - Christopher Sinke
- Center for Systems Neuroscience, Bünteweg 2, 30559, Hannover, Germany.,Department of Psychiatry, Social Psychiatry and Psychotherapy, Section of Clinical Psychology & Sexual Medicine, Hannover Medical School, Centre of Mental Health, Carl-Neuberg-Str. 1, 30625, Hannover, Germany
| | - Damien Marie
- Geneva School of Health Sciences, Geneva Musical Minds Lab (GEMMI Lab), University of Applied Sciences and Arts Western Switzerland HES-SO, Avenue de Champel 47, 1206, Geneva, Switzerland
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38
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Barbaroux M, Norena A, Rasamimanana M, Castet E, Besson M. From Psychoacoustics to Brain Waves: A Longitudinal Approach to Novel Word Learning. J Cogn Neurosci 2020; 33:8-27. [PMID: 32985943 DOI: 10.1162/jocn_a_01629] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
Musical expertise has been shown to positively influence high-level speech abilities such as novel word learning. This study addresses the question whether low-level enhanced perceptual skills causally drives successful novel word learning. We used a longitudinal approach with psychoacoustic procedures to train 2 groups of nonmusicians either on pitch discrimination or on intensity discrimination, using harmonic complex sounds. After short (approximately 3 hr) psychoacoustic training, discrimination thresholds were lower on the specific feature (pitch or intensity) that was trained. Moreover, compared to the intensity group, participants trained on pitch were faster to categorize words varying in pitch. Finally, although the N400 components in both the word learning phase and in the semantic task were larger in the pitch group than in the intensity group, no between-group differences were found at the behavioral level in the semantic task. Thus, these results provide mixed evidence that enhanced perception of relevant features through a few hours of acoustic training with harmonic sounds causally impacts the categorization of speech sounds as well as novel word learning. These results are discussed within the framework of near and far transfer effects from music training to speech processing.
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39
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Diaz Abrahan V, Shifres F, Justel N. Impact of music-based intervention on verbal memory: an experimental behavioral study with older adults. Cogn Process 2020; 22:117-130. [PMID: 32955643 DOI: 10.1007/s10339-020-00993-5] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/07/2020] [Accepted: 09/08/2020] [Indexed: 10/23/2022]
Abstract
Normal age-related declines have been reported in different cognitive functions, such as episodic memory. Some environmental factors have the potential to reduce cognitive decline and promote healthy aging. In this research, we employed musical improvisation as a focal music-based intervention to explore its effects as a modulator of verbal memory. We evaluated two types of verbal memory: a neutral one, employing the Rey Auditory Verbal Learning Test (Study 1), and an emotional one, implementing the Spanish version of Affective Norms for English Words (Study 2) in a volunteer group of older adults. After the acquisition of neutral (Study 1) or emotional (Study 2) verbal information, the participants were exposed to musical improvisation (experimental condition) or two control conditions (rhythmic reproduction as a musically active control condition or a rest condition as a passive control condition) for 3 min. Then, memory was evaluated through two memory tasks (immediate and deferred free-recall and recognition tests). In both studies, we compared memory performance among musicians (with five or more years of music training) and non-musicians. We found a significant improvement in neutral verbal memory among participants involved in musical improvisation, who remembered more words than those in the control conditions. Differences were also found according to the musical experience of the sample, with musicians outperforming non-musicians. The current research supports the late-life cognitive benefits of music-based intervention and music training.
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Affiliation(s)
- Veronika Diaz Abrahan
- Lab. Interdisciplinario de Neurociencia Cognitiva (LINC), Centro de Estudios Multidisciplinarios en Sistemas Complejos y Ciencias del Cerebro (CEMSC3), Instituto de Ciencias Físicas (ICIFI), Escuela de Ciencia y Tecnología (ECyT), Universidad de San Martín (UNSAM), 25 de Mayo 1169, 1er piso, Of. 18, San Martin, 1650, Argentina. .,Consejo Nacional de Investigaciones Científicas y Tecnológicas (CONICET), Buenos Aires, Argentina. .,Universidad Nacional de Córdoba (UNC), Córdoba, Argentina.
| | - Favio Shifres
- Laboratorio para el Estudio de la Experiencia Musical (LEEM), Departamento de Música, Facultad de Bellas Artes (FBA), Universidad Nacional de La Plata (UNLP), La Plata, Argentina
| | - Nadia Justel
- Lab. Interdisciplinario de Neurociencia Cognitiva (LINC), Centro de Estudios Multidisciplinarios en Sistemas Complejos y Ciencias del Cerebro (CEMSC3), Instituto de Ciencias Físicas (ICIFI), Escuela de Ciencia y Tecnología (ECyT), Universidad de San Martín (UNSAM), 25 de Mayo 1169, 1er piso, Of. 18, San Martin, 1650, Argentina.,Consejo Nacional de Investigaciones Científicas y Tecnológicas (CONICET), Buenos Aires, Argentina
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40
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González A, Pérez P, Santapau M, González JJ, Modroño CD. A neuroimaging comparative study of changes in a cellist's brain when playing contemporary and Baroque styles. Brain Cogn 2020; 145:105623. [PMID: 32950818 DOI: 10.1016/j.bandc.2020.105623] [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: 06/09/2020] [Revised: 08/18/2020] [Accepted: 08/30/2020] [Indexed: 10/23/2022]
Abstract
The emergence of different styles of Contemporary concert music in the 20th century led to a marked modification of the foundations built on previous styles. This work investigates whether these modifications, which include procedures and technical resources different to those used in the interpretation of previous musical styles, require different encephalic controls to those used in tonal music and if the experience of the musician in these styles influences them. Functional magnetic resonance images of encephalic regions from 13 professional cellists while interpreting Baroque and Contemporary excerpts inside an MRI scanner were acquired. Activation and connectivity encephalic maps show common cortical motor and sensorial regions (Precentral, Postcentral and Supramarginal Gyri) in both interpretation styles, but with different hemispheric intensity levels. However, certain auditory and motor regions only activate during Baroque. Connectivity maps show some exclusive seed-regions; thus, the Heschl's and Superior Frontal Gyri, Planum-Temporal and Caudate appear as prominent seeds when playing Baroque, whereas when playing Contemporary, the main seeds appear in the Cerebellar-Vermis, Insular cortex and Parietal Operculum. The discrepancies found are attributed to different cognitive, sensory and motor demands underlying the musical interpretation of each style, as well as to the musicians' learning of and training in these styles.
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Affiliation(s)
- Almudena González
- Departamento Ciencias Médicas Básicas (Fisiología, Medicina), Universidad de La Laguna, 38200 Santa Cruz de Tenerife, Spain; Conservatorio Superior de Música de Canarias, 38009 Santa Cruz de Tenerife, Spain; Departamento Historia del Arte y Filosofía, Universidad de La Laguna, 38200 Santa Cruz de Tenerife, Spain.
| | - Pompeyo Pérez
- Departamento Historia del Arte y Filosofía, Universidad de La Laguna, 38200 Santa Cruz de Tenerife, Spain.
| | - Manuel Santapau
- Conservatorio Profesional de Requena, 46340 Requena, Valencia, Spain; Departamento de Biología, Universidad de las Islas Baleares, 07122 Palma de Mallorca, Illes Balears, Spain.
| | - Julián J González
- Departamento Ciencias Médicas Básicas (Fisiología, Medicina), Universidad de La Laguna, 38200 Santa Cruz de Tenerife, Spain; Departamento de Biología, Universidad de las Islas Baleares, 07122 Palma de Mallorca, Illes Balears, Spain.
| | - Cristián D Modroño
- Departamento Ciencias Médicas Básicas (Fisiología, Medicina), Universidad de La Laguna, 38200 Santa Cruz de Tenerife, Spain.
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41
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Porflitt F, Rosas R. Core music elements: rhythmic, melodic and harmonic musicians show differences in cognitive performance ( Elementos básicos de la música: músicos rítmicos, melódicos y armónicos muestran diferencias de desempeño cognitivo). STUDIES IN PSYCHOLOGY 2020. [DOI: 10.1080/02109395.2020.1795493] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022] Open
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42
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Musical expertise affects the sense of agency: Intentional binding in expert pianists. Conscious Cogn 2020; 84:102984. [DOI: 10.1016/j.concog.2020.102984] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/29/2020] [Revised: 07/02/2020] [Accepted: 07/02/2020] [Indexed: 01/06/2023]
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43
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Bidelman GM, Yoo J. Musicians Show Improved Speech Segregation in Competitive, Multi-Talker Cocktail Party Scenarios. Front Psychol 2020; 11:1927. [PMID: 32973610 PMCID: PMC7461890 DOI: 10.3389/fpsyg.2020.01927] [Citation(s) in RCA: 17] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/10/2020] [Accepted: 07/13/2020] [Indexed: 12/05/2022] Open
Abstract
Studies suggest that long-term music experience enhances the brain’s ability to segregate speech from noise. Musicians’ “speech-in-noise (SIN) benefit” is based largely on perception from simple figure-ground tasks rather than competitive, multi-talker scenarios that offer realistic spatial cues for segregation and engage binaural processing. We aimed to investigate whether musicians show perceptual advantages in cocktail party speech segregation in a competitive, multi-talker environment. We used the coordinate response measure (CRM) paradigm to measure speech recognition and localization performance in musicians vs. non-musicians in a simulated 3D cocktail party environment conducted in an anechoic chamber. Speech was delivered through a 16-channel speaker array distributed around the horizontal soundfield surrounding the listener. Participants recalled the color, number, and perceived location of target callsign sentences. We manipulated task difficulty by varying the number of additional maskers presented at other spatial locations in the horizontal soundfield (0–1–2–3–4–6–8 multi-talkers). Musicians obtained faster and better speech recognition amidst up to around eight simultaneous talkers and showed less noise-related decline in performance with increasing interferers than their non-musician peers. Correlations revealed associations between listeners’ years of musical training and CRM recognition and working memory. However, better working memory correlated with better speech streaming. Basic (QuickSIN) but not more complex (speech streaming) SIN processing was still predicted by music training after controlling for working memory. Our findings confirm a relationship between musicianship and naturalistic cocktail party speech streaming but also suggest that cognitive factors at least partially drive musicians’ SIN advantage.
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Affiliation(s)
- Gavin M Bidelman
- Institute for Intelligent Systems, University of Memphis, Memphis, TN, United States.,School of Communication Sciences and Disorders, University of Memphis, Memphis, TN, United States.,Department of Anatomy and Neurobiology, University of Tennessee Health Sciences Center, Memphis, TN, United States
| | - Jessica Yoo
- School of Communication Sciences and Disorders, University of Memphis, Memphis, TN, United States
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44
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Diminished large-scale functional brain networks in absolute pitch during the perception of naturalistic music and audiobooks. Neuroimage 2020; 216:116513. [DOI: 10.1016/j.neuroimage.2019.116513] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/19/2019] [Revised: 12/16/2019] [Accepted: 12/31/2019] [Indexed: 12/26/2022] Open
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45
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Barbu CA, Gillet S, Poncelet M. Investigating the Effects of Language-Switching Frequency on Attentional and Executive Functioning in Proficient Bilinguals. Front Psychol 2020; 11:1078. [PMID: 32733300 PMCID: PMC7361322 DOI: 10.3389/fpsyg.2020.01078] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/08/2019] [Accepted: 04/28/2020] [Indexed: 11/24/2022] Open
Abstract
Recent studies have proposed that the executive advantages associated with bilingualism may stem from language-switching frequency rather than from bilingualism per se (see, for example, Prior and Gollan, 2011). Barbu et al. (2018) showed that high-frequency switchers (HFLSs) outperformed low-frequency switchers (LFLSs) on a mental flexibility task but not on alertness or response inhibition tasks. The aim of the present study was to replicate these results as well as to compare proficient (HFLSs and LFLSs) to a control group of monolingual participants. Two groups of proficient bilingual adults (30 HFLSs and 21 LFLSs) and a group of 28 monolinguals participated in the study. The results showed superior mental flexibility skills in HFLSs compared to (LFLSs) and monolinguals; furthermore, the two latter groups showed no difference in mental flexibility skills. These results provide novel support for the hypothesis that the so-called bilingual advantage is, in fact, a result of language-switching habits.
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Affiliation(s)
- Cristina-Anca Barbu
- Psychology and Neuroscience of Cognition Research Unit, University of Liège, Liège, Belgium
| | - Sophie Gillet
- Psychology and Neuroscience of Cognition Research Unit, University of Liège, Liège, Belgium
| | - Martine Poncelet
- Psychology and Neuroscience of Cognition Research Unit, University of Liège, Liège, Belgium
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46
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James CE, Zuber S, Dupuis-Lozeron E, Abdili L, Gervaise D, Kliegel M. Formal String Instrument Training in a Class Setting Enhances Cognitive and Sensorimotor Development of Primary School Children. Front Neurosci 2020; 14:567. [PMID: 32612501 PMCID: PMC7309442 DOI: 10.3389/fnins.2020.00567] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/06/2019] [Accepted: 05/07/2020] [Indexed: 01/08/2023] Open
Abstract
This cluster randomized controlled trial provides evidence that focused musical instrumental practice, in comparison to traditional sensitization to music, provokes multiple transfer effects in the cognitive and sensorimotor domain. Over the last 2 years of primary school (10-12 years old), 69 children received group music instruction by professional musicians twice a week as part of the regular school curriculum. The intervention group learned to play string instruments, whereas the control group (i.e., peers in parallel classes) was sensitized to music via listening, theory and some practice. Broad benefits manifested in the intervention group as compared to the control group for working memory, attention, processing speed, cognitive flexibility, matrix reasoning, sensorimotor hand function, and bimanual coordination Apparently, learning to play a complex instrument in a dynamic group setting impacts development much stronger than classical sensitization to music. Our results therefore highlight the added value of intensive musical instrumental training in a group setting within the school curriculum. These results encourage general implementation of such training in public primary schools, thus better preparing children for secondary school and for daily living activities.
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Affiliation(s)
- Clara E. James
- Geneva School of Health Sciences, HES-SO University of Applied Sciences and Arts Western Switzerland, Geneva, Switzerland
- Department of Psychology, University of Geneva, Geneva, Switzerland
| | - Sascha Zuber
- Department of Psychology, University of Geneva, Geneva, Switzerland
- Center for the Interdisciplinary Study of Gerontology and Vulnerability, University of Geneva, Geneva, Switzerland
- Swiss National Centre of Competences in Research LIVES–Overcoming Vulnerability: Life Course Perspectives (NCCR Lives), Université de Lausanne, Lausanne, Switzerland
| | - Elise Dupuis-Lozeron
- Clinical Research Centre and Division of Clinical Epidemiology, Geneva University Hospitals and Faculty of Medicine, University of Geneva, Geneva, Switzerland
| | - Laura Abdili
- Department of Psychology, University of Geneva, Geneva, Switzerland
| | - Diane Gervaise
- Department of Psychology, University of Geneva, Geneva, Switzerland
| | - Matthias Kliegel
- Department of Psychology, University of Geneva, Geneva, Switzerland
- Center for the Interdisciplinary Study of Gerontology and Vulnerability, University of Geneva, Geneva, Switzerland
- Swiss National Centre of Competences in Research LIVES–Overcoming Vulnerability: Life Course Perspectives (NCCR Lives), Université de Lausanne, Lausanne, Switzerland
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47
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Xiao R, Liu C, Chen J, Chen J. The Influence of Music Tempo on Inhibitory Control: An ERP Study. Front Behav Neurosci 2020; 14:48. [PMID: 32457585 PMCID: PMC7221151 DOI: 10.3389/fnbeh.2020.00048] [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: 01/16/2020] [Accepted: 03/18/2020] [Indexed: 11/16/2022] Open
Abstract
The purpose of the present study is to investigate the influence of music tempo on inhibition control. An electroencephalogram (EEG) was recorded when participants performed a Go/No-go task while listening to slow (54 bpm), medium-paced (104 bpm), fast (154 bpm), or no music. The behavioral results showed that the accuracies for the No-go trials were lower in the fast than in the slow tempo music conditions, while the accuracies for the Go trials were also lower in the fast tempo than in no music conditions. The event-related potential (ERP) study results showed that larger N2 and P3 amplitudes were elicited by No-go than by Go conditions. Moreover, the difference N2 (N2d) amplitudes observed by No-go vs. Go condition were larger in fast music than in medium-paced, slow, and no music conditions, indicating more consumption of cognitive resources in the process of conflict monitoring under the fast music condition. However, no such differences were observed among medium-paced, slow, and no music conditions. In addition, the difference P3 (P3d) amplitudes, an index of response inhibition, were not significant among these four music conditions. The present study showed a detrimental influence of music tempo on inhibition control. More specifically, listening to fast music might impair an individual’s ability to monitor conflict when performing the inhibitory control task.
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Affiliation(s)
- Rong Xiao
- School of Educational Science, Hunan Normal University, Changsha, China
- Cognition and Human Behavior Key Laboratory of Hunan Province, Hunan Normal University, Changsha, China
| | - Cuihong Liu
- School of Educational Science, Hunan Normal University, Changsha, China
- Cognition and Human Behavior Key Laboratory of Hunan Province, Hunan Normal University, Changsha, China
| | - Jiejia Chen
- School of Educational Science, Hunan Normal University, Changsha, China
- Cognition and Human Behavior Key Laboratory of Hunan Province, Hunan Normal University, Changsha, China
| | - Jie Chen
- School of Educational Science, Hunan Normal University, Changsha, China
- Cognition and Human Behavior Key Laboratory of Hunan Province, Hunan Normal University, Changsha, China
- *Correspondence: Jie Chen
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48
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Yurgil KA, Velasquez MA, Winston JL, Reichman NB, Colombo PJ. Music Training, Working Memory, and Neural Oscillations: A Review. Front Psychol 2020; 11:266. [PMID: 32153474 PMCID: PMC7047970 DOI: 10.3389/fpsyg.2020.00266] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/13/2019] [Accepted: 02/04/2020] [Indexed: 12/18/2022] Open
Abstract
This review focuses on reports that link music training to working memory and neural oscillations. Music training is increasingly associated with improvement in working memory, which is strongly related to both localized and distributed patterns of neural oscillations. Importantly, there is a small but growing number of reports of relationships between music training, working memory, and neural oscillations in adults. Taken together, these studies make important contributions to our understanding of the neural mechanisms that support effects of music training on behavioral measures of executive functions. In addition, they reveal gaps in our knowledge that hold promise for further investigation. The current review is divided into the main sections that follow: (1) discussion of behavioral measures of working memory, and effects of music training on working memory in adults; (2) relationships between music training and neural oscillations during temporal stages of working memory; (3) relationships between music training and working memory in children; (4) relationships between music training and working memory in older adults; and (5) effects of entrainment of neural oscillations on cognitive processing. We conclude that the study of neural oscillations is proving useful in elucidating the neural mechanisms of relationships between music training and the temporal stages of working memory. Moreover, a lifespan approach to these studies will likely reveal strategies to improve and maintain executive function during development and aging.
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Affiliation(s)
- Kate A. Yurgil
- Department of Psychological Sciences, Loyola University, New Orleans, LA, United States
| | | | - Jenna L. Winston
- Department of Psychology, Tulane University, New Orleans, LA, United States
| | - Noah B. Reichman
- Brain Institute, Tulane University, New Orleans, LA, United States
| | - Paul J. Colombo
- Department of Psychology, Tulane University, New Orleans, LA, United States
- Brain Institute, Tulane University, New Orleans, LA, United States
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49
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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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50
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Abstract
La memoria es una función cognitiva que permite al ser humano adquirir, almacenar y recuperar información. Dentro de la literatura se identifican diversos factores que tienen la capacidad de modificar la capacidad mnémica, así como también afectar las diferentes fases de formación de la memoria. En este sentido el objetivo del presente artículo de revisión sistemática estuvo orientado a presentar los antecedentes en cuanto al efecto de la música, como entrenamiento musical prolongado, así como intervención focal, sobre esta función cognitiva. Se seleccionaron 39 artículos de investigación empírica extraídos de diversas bases de datos. A través de la evidencia presentada se concluye que las propuestas musicales representan una potencial herramienta para abordar no sólo el estudio de la memoria, sino también para la estimulación y rehabilitación de la misma.
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