Effects of Music Training on Inhibitory Control and Associated Neural Networks in School-Aged Children: A Longitudinal Study

Music@Home-Retrospective: A new measure to retrospectively assess childhood home musical environments

Early home musical environments can significantly impact sensory, cognitive, and socioemotional development. While longitudinal studies may be resource-intensive, retrospective reports are a relatively quick and inexpensive way to examine associations between early home musical environments and adult outcomes. We present the Music@Home-Retrospective scale, derived partly from the Music@Home-Preschool scale (Politimou et al., 2018), to retrospectively assess the childhood home musical environment. In two studies (total n = 578), we conducted an exploratory factor analysis (Study 1) and confirmatory factor analysis (Study 2) on items, including many adapted from the Music@Home-Preschool scale. This revealed a 20-item solution with five subscales. Items retained for three subscales (Caregiver Beliefs, Caregiver Initiation of Singing, Child Engagement with Music) load identically to three in the Music@Home--Preschool Scale. We also identified two additional dimensions of the childhood home musical environment. The Attitude Toward Childhood Home Musical Environment subscale captures participants' current adult attitudes toward their childhood home musical environment, and the Social Listening Contexts subscale indexes the degree to which participants listened to music at home with others (i.e., friends, siblings, and caregivers). Music@Home-Retrospective scores were related to adult self-reports of musicality, performance on a melodic perception task, and self-reports of well-being, demonstrating utility in measuring the early home music environment as captured through this scale. The Music@Home-Retrospective scale is freely available to enable future investigations exploring how the early home musical environment relates to adult cognition, affect, and behavior.

Long-term music instruction is partially associated with the development of socioemotional skills

This study aims to investigate the development of pitch-matching, rhythmic entrainment, and socioemotional skills in children who received formal music instruction and other non-music based after school programs. Eighty-three children, averaging 6.81 years old at baseline, were enrolled in either a music, sports, or no after-school program and followed over four years. The music program involved formal and systematic instruction in music theory, instrumental technique, and performance. Most control participants had no music education; however, in some instances, participants received minimal music education at school or at church. Musical development was measured using a pitch-matching and drumming-based rhythmic entrainment task. Sharing behavior was measured using a variation of the dictator game, and empathy was assessed using three different assessments: the Index of Empathy for Children and Adolescence (trait empathy), the Reading the Mind in the Eyes Test (theory of mind), and a Fiction Emotion-Matching task (state empathy). Results revealed no time-related associations in pitch-matching ability; however, formal music instruction improved pitch-matching relative to controls. On the contrary, improvements in rhythmic entrainment were best explained by age-related changes rather than music instruction. This study also found limited support for a positive association between formal music instruction and socioemotional skills. That is, individuals with formal music instruction exhibited improved emotion-matching relative to those with sports training. In terms of general socioemotional development, children's trait-level affective empathy did not improve over time, while sharing, theory of mind, and state empathy did. Additionally, pitch-matching and rhythmic entrainment did not reliably predict any socioemotional measures, with associations being trivial to small. While formal music instruction benefitted pitch-matching ability and emotion-matching to an audiovisual stimulus, it was not a significant predictor of rhythmic entrainment or broader socioemotional development. These findings suggest that the transfer of music training may be most evident in near or similar domains.

Influence of rhythmic-movement activity intervention on hot executive function of 5- to 6-year-old children

Hot Executive Function (hot EF) refers to cognitive process involved in high emotion or motivation, and the operation of this function is related to the activities of the ventromedial prefrontal lobe and orbitofrontal lobe. Meanwhile, rhythmic-movement activity is a musical activity in which one expresses and feels music with one's own body movements which involves cognitive abilities such as adjusting and understanding emotions among children. To explore how rhythmic-movement activity with rewards influences the development of hot EF in children of 5-6 years old, the organization principles of rhythmic-movement activity with rewards intervention on hot EF were designed, and 62 children of 5-6 years old in a kindergarten in Yantai of China were selected as research participants (M = 5.80 years old, SD = 0.37 years old) for pre-test and post-test experimental design. The experimental group received rhythmic-movement activity with rewards three times a week for 6 weeks, while the control group did not. The gift delay task and the children's gambling task were used to measure two sub-components of hot EF before and after the intervention, and the results show that rhythmic-movement activity with rewards has a significant effect on gratification delay and affective decision-making ability of children. Finally, the effects and enlightenment of rhythmic-movement activity with rewards on hot EF are discussed.

Students' Psychological State, Creative Development, and Music Appreciation: The Influence of Different Musical Act Modes (Exemplified by a Video Clip, an Audio Recording, and a Video Concert)

This paper aims to study how different musical act modes influence the student's psychological state, creative development, and music appreciation. In particular, the research focuses on concert videos, video clips, and audio records. Based on the Likert scale, the authors determined that video clips significantly influenced students' learning process since they contributed to the combination of visual and sound effects. Video concerts were less important. Concerts are mainly staged actions with frequent use of pre-recorded music, affecting the accuracy of singing techniques. The authors concluded that the most effective approach is systematical learning using the effect of colors and sounds with a preliminary analysis of musical compositions. The results showed that the most significant number of students significantly improved their knowledge (87%, with an average score of 0.92), and the elements of a musical act (rhythm, color scheme, text, and performance) influenced their development. The practical significance of the paper lies in the use of approaches to learning using colors and sound effects with an emphasis on the development of certain elements. The study prospects involve determining how effectively the elements of a musical act influence the psychological state resulting from comparing music genres.

A translational application of music for preschool cognitive development: RCT evidence for improved executive function, self-regulation, and school readiness

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.

Effects of a 10-week musical instrument training on cognitive function in healthy older adults: implications for desirable tests and period of training

Introduction

Previous studies have shown that musical instrument training programs of 16 or more weeks improve verbal memory (Logical Memory Test delayed recall), processing speed (Digit Symbol Coding Test), and executive function (Trail Making Test Part B) of musically untrained healthy older adults. However, it is unclear whether shorter-period instrument training can yield similar effects. We sought to (1) verify those results and (2) clarify if intervention effects could be detected using other measures such as reaction time.

Methods

Healthy older adults (mean age = 73.28 years) were pseudo-randomly assigned to an untrained control group (n = 30) or an intervention group (n = 30) that received a weekly 10-session musical instrument training program (using melodica). We conducted neuropsychological tests on which intervention effects or association with musical training were reported in previous studies. We newly included two reaction time tasks to assess verbal working memory (Sternberg task) and rhythm entrainment (timing task). Intervention effects were determined using a "group × time" analysis of variance (ANOVA).

Results

The intervention effects were detected on the reaction time in Sternberg task and phonological verbal fluency. Although intervention effects had been reported on Logical Memory test, Digit Symbol Coding Test and Trail Making Test in previous studies with longer training periods, the present study did not show such effects. Instead, the test-retest practice effect, indicated by significant improvement in the control group, was significant on these tests.

Discussion

The present results indicated the usefulness of working memory assessments (Verbal Fluency Test and Sternberg task) in detecting the effects of short-term melodica training in healthy older adults. The practice effect detected on those three tasks may be due to the shorter interval between pre- and post-intervention assessments and may have obscured intervention effects. Additionally, the findings suggested the requirement for an extended interval between pre- and post-tests to capture rigorous intervention effects, although this should be justified by a manipulation of training period.

The (Co)Evolution of Language and Music Under Human Self-Domestication

Together with language, music is perhaps the most distinctive behavioral trait of the human species. Different hypotheses have been proposed to explain why only humans perform music and how this ability might have evolved in our species. In this paper, we advance a new model of music evolution that builds on the self-domestication view of human evolution, according to which the human phenotype is, at least in part, the outcome of a process similar to domestication in other mammals, triggered by the reduction in reactive aggression responses to environmental changes. We specifically argue that self-domestication can account for some of the cognitive changes, and particularly for the behaviors conducive to the complexification of music through a cultural mechanism. We hypothesize four stages in the evolution of music under self-domestication forces: (1) collective protomusic; (2) private, timbre-oriented music; (3) small-group, pitch-oriented music; and (4) collective, tonally organized music. This line of development encompasses the worldwide diversity of music types and genres and parallels what has been hypothesized for languages. Overall, music diversity might have emerged in a gradual fashion under the effects of the enhanced cultural niche construction as shaped by the progressive decrease in reactive (i.e., impulsive, triggered by fear or anger) aggression and the increase in proactive (i.e., premeditated, goal-directed) aggression.

Music, drama, and social development in Portuguese children

Introduction

Social competence plays a fundamental role in children's development, and in their functioning at school and in life. Social skills, as learned behaviors that allow children to positively interact with others, are important for success in both academic and peer-group settings. Children's participation in collective music and other arts education has been associated with the development of social skills. However, different measures and diverse programs adopted in various studies make it difficult to contrast study findings. Additionally, research with children from low-income families remains scarce. The aim of this study was to examine the role of music and drama education programs in primary schools on the development of social skills of Portuguese children from disadvantaged communities. Both programs were carefully designed with performing, creating, and listening activities, and were delivered by specialist and experienced teachers/performers, who used active and participatory teaching strategies.

Methods

In our longitudinal design with pre- and post-evaluations, we used the Social Skills Rating System or SSRS-Teacher Form, adapted for the Portuguese population. Classroom teachers rated their students' social skills on a 3-point scale in three domains: Social skills (Cooperation, Assertion, Self-control), Behavioral problems (Externalizing problems, Internalizing problems, Hyperactivity) and, on a 5-point scale, Academic competence.

Results and Discussion

Our findings suggest that participation in music and drama programs during one school year improved children's assertion and self-control, and cooperation in the drama group. Participation in the music and drama programs also appeared to serve as a protective factor by reducing externalizing, internalizing and behavioral problems. These findings are discussed in light of previous studies along with limitations and directions for future research.

Heritability of Childhood Music Engagement and Associations with Language and Executive Function: Insights from the Adolescent Brain Cognitive Development (ABCD) Study

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.

The Relationship between Formal Music Training and Conflict Control: An ERP Study

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.

The neuroscience of music – towards ecological validity

Studies in the neuroscience of music gained momentum in the 1990s as an integrated part of the well-controlled experimental research tradition. However, during the past two decades, these studies have moved toward more naturalistic, ecologically valid paradigms. Here, I introduce this move in three frameworks: (i) sound stimulation and empirical paradigms, (ii) study participants, and (iii) methods and contexts of data acquisition. I wish to provide a narrative historical overview of the development of the field and, in parallel, to stimulate innovative thinking to further advance the ecological validity of the studies without overlooking experimental rigor.

Quality standards and recommendations for research in music and neuroplasticity

Research on how music influences brain plasticity has gained momentum in recent years. Considering, however, the nonuniform methodological standards implemented, the findings end up being nonreplicable and less generalizable. To address the need for a standardized baseline of research quality, we gathered all the studies in the music and neuroplasticity field in 2019 and appraised their methodological rigor systematically and critically. The aim was to provide a preliminary and, at the minimum, acceptable quality threshold-and, ipso facto, suggested recommendations-whereupon further discussion and development may take place. Quality appraisal was performed on 89 articles by three independent raters, following a standardized scoring system. The raters' scoring was cross-referenced following an inter-rater reliability measure, and further studied by performing multiple ratings comparisons and matrix analyses. The results for methodological quality were at a quite good level (quantitative articles: mean = 0.737, SD = 0.084; qualitative articles: mean = 0.677, SD = 0.144), following a moderate but statistically significant level of agreement between the raters (W = 0.44, χ² = 117.249, p = 0.020). We conclude that the standards for implementation and reporting are of high quality; however, certain improvements are needed to reach the stringent levels presumed for such an influential interdisciplinary scientific field.

Musical participation and positive youth development in middle school

Introduction

Music is central in the lives of adolescents. While listening is usually the most common form of engagement, many adolescents also learn music formally by participating in school-based and extracurricular programs. This study examined positive youth development (PYD), school connectedness (SC), and hopeful future expectations (HFE) in middle school students (N = 120) with four levels of musical participation in school-based and extracurricular music programs. Levels of participation were based on students' engagement in different music programs, including the Virtual Middle School Music Enrichment (VMSME), a tuition-free, extracurricular program that focuses on popular music education and virtual learning. We also investigated student listening preferences, musical tuition, and daily instrumental practicing.

Method

Study participants completed an anonymous, online survey that contained five self-report measures including the very-brief form of the PYD questionnaire, a scale of school connectedness, and a scale of HFE.

Results

Findings revealed significant differences in PYD scores by grade and gender, and associations between levels of musical participation and competence, a PYD component. Liking music and participation in extracurricular activities predicted scores on SC, and starting formal music education before age 8 predicted scores in HFE. We also found VMSME students to stem from neighborhoods with lower HDI than students in the other study groups, which points to issues of access to formal music education.

Discussion

Findings are discussed in light of earlier research on PYD, extracurricular activities in adolescence, the ubiquity and functions of music in adolescence, and deficit thinking in education.

Auditory cognitive aging in amateur singers and non-singers

The notion that lifestyle factors, such as music-making activities, can affect cognitive functioning and reduce cognitive decline in aging is often referred to as the mental exercise hypothesis. One ubiquitous musical activity is choir singing. Like other musical activities, singing is hypothesized to impact cognitive and especially executive functions. Despite the commonness of choir singing, little is known about the extent to which singing can affect cognition in adulthood. In this cross-sectional group study, we examined the relationship between age and four auditory executive functions to test hypotheses about the relationship between the level of mental activity and cognitive functioning. We also examined pitch discrimination capabilities. A non-probabilistic sample of 147 cognitively healthy adults was recruited, which included 75 non-singers (mean age 52.5 ± 20.3; 20-98 years) and 72 singers (mean age 55.5 ± 19.2; 21-87 years). Tests of selective attention, processing speed, inhibitory control, and working memory were administered to all participants. Our main hypothesis was that executive functions and age would be negatively correlated, and that this relationship would be stronger in non-singers than singers, consistent with the differential preservation hypothesis. The alternative hypothesis - preserved differentiation - predicts that the difference between singers and non-singers in executive functions is unaffected by age. Our results reveal a detrimental effect of age on processing speed, selective attention, inhibitory control and working memory. The effect of singing was comparatively more limited, being positively associated only with frequency discrimination, processing speed, and, to some extent, inhibitory control. Evidence of differential preservation was limited to processing speed. We also found a circumscribed positive impact of age of onset and a negative impact of singing experience on cognitive functioning in singers. Together, these findings were interpreted as reflecting an age-related decline in executive function in cognitively healthy adults, with specific and limited positive impacts of singing, consistent with the preserved differentiation hypothesis, but not with the differential preservation hypothesis.

Music-based interventions in community settings: Navigating the tension between rigor and ecological validity

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.

Music and Brain Circuitry: Strategies for Strengthening Evidence-Based Research for Music-Based Interventions

The neuroscience of music and music-based interventions (MBIs) is a fascinating but challenging research field. While music is a ubiquitous component of every human society, MBIs may encompass listening to music, performing music, music-based movement, undergoing music education and training, or receiving treatment from music therapists. Unraveling the brain circuits activated and influenced by MBIs may help us gain better understanding of the therapeutic and educational values of MBIs by gathering strong research evidence. However, the complexity and variety of MBIs impose unique research challenges. This article reviews the recent endeavor led by the National Institutes of Health to support evidence-based research of MBIs and their impact on health and diseases. It also highlights fundamental challenges and strategies of MBI research with emphases on the utilization of animal models, human brain imaging and stimulation technologies, behavior and motion capturing tools, and computational approaches. It concludes with suggestions of basic requirements when studying MBIs and promising future directions to further strengthen evidence-based research on MBIs in connections with brain circuitry.SIGNIFICANCE STATEMENT Music and music-based interventions (MBI) engage a wide range of brain circuits and hold promising therapeutic potentials for a variety of health conditions. Comparative studies using animal models have helped in uncovering brain circuit activities involved in rhythm perception, while human imaging, brain stimulation, and motion capture technologies have enabled neural circuit analysis underlying the effects of MBIs on motor, affective/reward, and cognitive function. Combining computational analysis, such as prediction method, with mechanistic studies in animal models and humans may unravel the complexity of MBIs and their effects on health and disease.

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

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.

Evaluation of a tablet-based assessment tool for measuring cognition among children 4-6 years of age in Ghana

OBJECTIVES

To investigate several basic psychometric properties, including construct, convergent and discriminant validity, of the tablet-based Rapid Assessment of Cognitive and Emotional Regulation (RACER) among children aged 4-6 years in Ghana.

METHODS

We investigated whether RACER tasks administered to children in Ghana could successfully reproduce expected patterns of performance previously found in high-income countries on similar tasks assessing inhibitory control (e.g., slower responses on inhibition trials), declarative memory (e.g., higher accuracy on previously seen items), and procedural memory (e.g., faster responses on sequence blocks). Next, we assessed the validity of declarative memory and inhibitory control scores by examining associations of these scores with corresponding paper-based test scores and increasing child age. Lastly, we examined whether RACER was more sensitive than paper-based tests to environmental risk factors common in low- and middle-income countries (LMICs).

RESULTS

Of the 966 children enrolled, more than 96% completed the declarative memory and inhibitory control tasks; however, around 30% of children were excluded from data analysis on the procedural memory task due to missing more than half of trials. The performance of children in Ghana replicated previously documented patterns of performance. RACER inhibitory control accuracy score was significantly correlated with child age (r (929) = .09, p = .007). However, our findings did not support other hypotheses.

CONCLUSIONS

The high task completion rates and replication of expected patterns support that certain RACER sub-tasks are feasible for measuring child cognitive development in LMIC settings. However, this study did not provide evidence to support that RACER is a valid tool to capture meaningful individual differences among children aged 4-6 years in Ghana.

An ALE meta-analytic review of musical expertise

Through long-term training, music experts acquire complex and specialized sensorimotor skills, which are paralleled by continuous neuro-anatomical and -functional adaptations. The underlying neuroplasticity mechanisms have been extensively explored in decades of research in music, cognitive, and translational neuroscience. However, the absence of a comprehensive review and quantitative meta-analysis prevents the plethora of variegated findings to ultimately converge into a unified picture of the neuroanatomy of musical expertise. Here, we performed a comprehensive neuroimaging meta-analysis of publications investigating neuro-anatomical and -functional differences between musicians (M) and non-musicians (NM). Eighty-four studies were included in the qualitative synthesis. From these, 58 publications were included in coordinate-based meta-analyses using the anatomic/activation likelihood estimation (ALE) method. This comprehensive approach delivers a coherent cortico-subcortical network encompassing sensorimotor and limbic regions bilaterally. Particularly, M exhibited higher volume/activity in auditory, sensorimotor, interoceptive, and limbic brain areas and lower volume/activity in parietal areas as opposed to NM. Notably, we reveal topographical (dis-)similarities between the identified functional and anatomical networks and characterize their link to various cognitive functions by means of meta-analytic connectivity modelling. Overall, we effectively synthesized decades of research in the field and provide a consistent and controversies-free picture of the neuroanatomy of musical expertise.

The effect of learning to drum on behavior and brain function in autistic adolescents

This current study aimed to investigate the impact of drum training on behavior and brain function in autistic adolescents with no prior drumming experience. Thirty-six autistic adolescents were recruited and randomly assigned to one of two groups. The drum group received individual drum tuition (two lessons per week over an 8-wk period), while the control group did not. All participants attended a testing session before and after the 8-wk period. Each session included a drumming assessment, an MRI scan, and a parent completing questionnaires relating to the participants’ behavioral difficulties. Results showed that improvements in drumming performance were associated with a significant reduction in hyperactivity and inattention difficulties in drummers compared to controls. The fMRI results demonstrated increased functional connectivity in brain areas responsible for inhibitory control, action outcomes monitoring, and self-regulation. In particular, seed-to-voxel analyses revealed an increased functional connectivity in the right inferior frontal gyrus and the right dorsolateral prefrontal cortex. A multivariate pattern analysis demonstrated significant changes in the medial frontal cortex, the left and right paracingulate cortex, the subcallosal cortex, the left frontal pole, the caudate, and the left nucleus accumbens. In conclusion, this study investigates the impact of a drum-based intervention on neural and behavioral outcomes in autistic adolescents. We hope that these findings will inform further research and trials into the potential use of drum-based interventions in benefitting clinical populations with inhibition-related disorders and emotional and behavioral difficulties.

Music Training, and the Ability of Musicians to Harmonize, Are Associated With Enhanced Planning and Problem-Solving

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.

Difference in Executive Functions Development Level between Two Groups: Preschool Children Who Took Extra Music Classes in Art Schools and Children Who Took Only General Music and Dance Classes Offered by Preschools

Previous studies have shown that there is a positive correlation between attending music classes regularly and the development of executive functions. This paper discusses the results of a pilot study dedicated to determining the difference in the level of development of the components of executive functions (inhibitory control, cognitive flexibility, and working memory), between 5–6-year-old children taking extra music classes, and children who participated only in general music and dance education in kindergarten. A total of 94 senior preschoolers from Moscow kindergartens took part in the study. Children were selected into an “extra music lessons” group and a “general preschool music and dance lessons” group based on the results of a questionnaire on supplementary education, which was filled in by parents prior to the research starting. The respondents from the “extra music and dance lessons” group attended music classes in art schools at least two times a week, both in individual and group formats. The current study revealed that children attending regular extra music classes had a higher level of inhibitory control, audio–verbal working memory, cognitive flexibility, and general coordination of the development of all executive functions. The obtained results support the value of regular extra music classes at preschool age. Moreover, this pilot study allows us to articulate the recommendations for further research in this direction.

How does the Execution of the Pilates Method and Therapeutic Exercise Influence Back Pain and Postural Alignment in Children Who Play String Instruments? A Randomized Controlled Pilot Study

BACKGROUND

Inappropriate posture in children while playing some string instruments can cause back pain and alterations of the spine. To date, there is no research on the effect of exercise on children who play a musical instrument, although it is known that transversus abdominis muscle control through the Pilates method has shown pain reduction and posture improvement in this population.

OBJECTIVE

To assess the effectiveness of the Pilates method combined with therapeutic exercise with respect to therapeutic exercise exclusively in reducing pain and improving postural alignment in children playing string instruments applying a protocol of low dose to increase children's adherence to training.

METHODS

A randomized controlled pilot study was designed with two parallel intervention groups. Twenty-five children (10-14 years old) were randomized in two intervention groups: Pilates method with therapeutic exercise (experimental) and therapeutic exercise (control) for 4 weeks (50 min per day, one day per week). Two assessments were performed (before and after treatment) to assess back pain and shoulders and hips alignment using a visual analog scale and the Kinovea program.

RESULTS

Statistically significant differences were obtained for pain reduction before (p = 0.04) and after (p = 0.01) playing the instrument in the experimental group. There were no significant changes in alignment improvement in any of the two groups.

CONCLUSION

The application of a low dose of the Pilates method combined with therapeutic exercise could be a beneficial intervention for pain reduction before and after musical practice in children who play string instruments.