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Cognitive Effects of Music and Dance Training in Children

17. maj 2017 opdateret af: Melody Wiseheart, York University

Cognitive Effects of Music and Dance Training in Children: A Randomized Controlled Trial

The study used a randomized controlled trial to test the efficacy of two interventions (dance and musical training) for typically developing children. Interventions were run for three weeks in local community locations. Participants were tested before and after the intervention on a battery of cognitive and behavioural measures. They were compared across groups, and to a control group who do not receive the intervention.

The purpose of the current study was to assess the influence of dance and musical training on cognitive development. Research has indicated that musical training is associated with improve cognitive functioning, although the direction of such an association is unclear. Further, it is uncertain whether any benefits are specific to musical training or can also be demonstrated with other training activities. The current study used a randomized controlled trial to assess the causal effects of dance and musical training.

Studieoversigt

Status

Afsluttet

Betingelser

Intervention / Behandling

Detaljeret beskrivelse

Participants Monolingual children aged between six and nine years old were recruited from two local communities in Ontario, Canada. Children with developmental delays, learning disabilities, or previous arts training were excluded from the study.

Participants were randomly allocated to one of two groups

  1. Dance intervention group
  2. Music intervention group

To establish baseline performance levels and have a comparison, a passive control group was collected from the same towns using the same exclusion criteria.

Data analysis Difference scores were calculated for each measure by subtracting each participant's second testing session data from the first. When appropriate, iterative trimming with a 3 SD cutoff was used, by subject and by condition, to remove outliers. Results for each measure were analyzed using one-way ANOVAs (analysis of variance) for the between-subjects factor of training group (music, dance, or control).

Undersøgelsestype

Interventionel

Tilmelding (Faktiske)

75

Fase

  • Ikke anvendelig

Deltagelseskriterier

Forskere leder efter personer, der passer til en bestemt beskrivelse, kaldet berettigelseskriterier. Nogle eksempler på disse kriterier er en persons generelle helbredstilstand eller tidligere behandlinger.

Berettigelseskriterier

Aldre berettiget til at studere

6 år til 9 år (Barn)

Tager imod sunde frivillige

Ingen

Køn, der er berettiget til at studere

Alle

Beskrivelse

Inclusion Criteria:

  • Monolingual

Exclusion Criteria:

  • Developmental delays or learning disabilities
  • Previous arts training (in dance, drama, or music)

Studieplan

Dette afsnit indeholder detaljer om studieplanen, herunder hvordan undersøgelsen er designet, og hvad undersøgelsen måler.

Hvordan er undersøgelsen tilrettelagt?

Design detaljer

  • Primært formål: Grundvidenskab
  • Tildeling: Randomiseret
  • Interventionel model: Parallel tildeling
  • Maskning: Tredobbelt

Våben og indgreb

Deltagergruppe / Arm
Intervention / Behandling
Eksperimentel: Music Training
Adfærdsmæssigt: Music Training
Training curriculums were developed using guidelines set by the Ontario Ministry of Education (The Ontario Curriculum, 2009) for teaching music to grades 1 to 3. Music was delineated into duration, pitch, dynamics and other expressive controls, timbre, texture/harmony, and form. training included direct instruction and group activities. All training programs had the same structure: a warm-up period, following by instruction from a teacher, and then group activities to practically demonstrate the concepts learned. Both programs involved working towards a variety of ensembles.
Aktiv komparator: Dance Training
Adfærdsmæssigt: Dance Training
As with music training, dance was operationally defined by fundamental concepts for the art form, namely elements for body, space, time, energy, and relationship. The intervention involved both individual and group activities, with a combination of instruction and practical activities, and preparation for a final performance.
Ingen indgriben: Passive control group

Hvad måler undersøgelsen?

Primære resultatmål

Resultatmål
Foranstaltningsbeskrivelse
Tidsramme
Change in visuospatial working memory
Tidsramme: Before and after intervention (3 weeks gap)
Self-ordered pointing task (Cragg & Nation, 2007)
Before and after intervention (3 weeks gap)
Change in interference control on flanker
Tidsramme: Before and after intervention (3 weeks gap)
Flanker task (Bunge, Dudukovic, Thomason, Vaidya, & Gabriela, 2002)
Before and after intervention (3 weeks gap)
Change in color-shape task switching
Tidsramme: Before and after intervention (3 weeks gap)
color-shape task (Wiseheart, Viswanathan, & Bialystok, 2015)
Before and after intervention (3 weeks gap)
Change in verbal working memory
Tidsramme: Before and after intervention (3 weeks gap)
Digit span (Weschler, 2008)
Before and after intervention (3 weeks gap)
Change in interference control on Stroop
Tidsramme: Before and after intervention (3 weeks gap)
Stroop task (Cepeda, Blackwell, & Munakata, 2013)
Before and after intervention (3 weeks gap)
Change in quantity-identity task switching
Tidsramme: Before and after intervention (3 weeks gap)
quantity-identity task (Cepeda, Cepeda, & Kramer, 2000)
Before and after intervention (3 weeks gap)

Sekundære resultatmål

Resultatmål
Foranstaltningsbeskrivelse
Tidsramme
Change in processing speed using box completion
Tidsramme: Before and after intervention (3 weeks gap)
Box completion (Salthouse, 1993)
Before and after intervention (3 weeks gap)
Change in Non-verbal intelligence
Tidsramme: Before and after intervention (3 weeks gap)
Kaufman Brief Intelligence Test (K-BIT-2; Kaufman & Kaufman, 2004)
Before and after intervention (3 weeks gap)
Change in Receptive vocabulary
Tidsramme: Before and after intervention (3 weeks gap)
Peabody Picture Vocabulary Test (PPVT-IV; Dunn, Dunn, & Lenhard, 2015)
Before and after intervention (3 weeks gap)
Change in processing speed using digit symbol
Tidsramme: Before and after intervention (3 weeks gap)
Digit symbol (Weschler, 1991)
Before and after intervention (3 weeks gap)
Change in processing speed using symbol copy
Tidsramme: Before and after intervention (3 weeks gap)
Symbol copy (Weschler, 1991)
Before and after intervention (3 weeks gap)

Samarbejdspartnere og efterforskere

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Sponsor

York University

Datoer for undersøgelser

Disse datoer sporer fremskridtene for indsendelser af undersøgelsesrekord og resumeresultater til ClinicalTrials.gov. Studieregistreringer og rapporterede resultater gennemgås af National Library of Medicine (NLM) for at sikre, at de opfylder specifikke kvalitetskontrolstandarder, før de offentliggøres på den offentlige hjemmeside.

Studer store datoer

Studiestart (Faktiske)

1. januar 2012

Primær færdiggørelse (Faktiske)

30. november 2013

Studieafslutning (Faktiske)

30. november 2013

Datoer for studieregistrering

Først indsendt

6. maj 2017

Først indsendt, der opfyldte QC-kriterier

17. maj 2017

Først opslået (Faktiske)

19. maj 2017

Opdateringer af undersøgelsesjournaler

Sidste opdatering sendt (Faktiske)

19. maj 2017

Sidste opdatering indsendt, der opfyldte kvalitetskontrolkriterier

17. maj 2017

Sidst verificeret

1. maj 2017

Mere information

Begreber relateret til denne undersøgelse

Andre undersøgelses-id-numre

  • YorkU-MD1

Plan for individuelle deltagerdata (IPD)

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