Cognitive Effects of Music and Dance Training in Children
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.
Descripción general del estudio
Estado
Condiciones
Intervención / Tratamiento
Descripción detallada
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
- Dance intervention group
- 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).
Tipo de estudio
Inscripción (Actual)
Fase
- No aplica
Criterios de participación
Criterio de elegibilidad
Edades elegibles para estudiar
Acepta Voluntarios Saludables
Géneros elegibles para el estudio
Descripción
Inclusion Criteria:
- Monolingual
Exclusion Criteria:
- Developmental delays or learning disabilities
- Previous arts training (in dance, drama, or music)
Plan de estudios
¿Cómo está diseñado el estudio?
Detalles de diseño
- Propósito principal: Ciencia básica
- Asignación: Aleatorizado
- Modelo Intervencionista: Asignación paralela
- Enmascaramiento: Triple
Armas e Intervenciones
Grupo de participantes/brazo |
Intervención / Tratamiento |
|---|---|
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Experimental: 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.
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Comparador activo: Dance Training
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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.
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Sin intervención: Passive control group
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¿Qué mide el estudio?
Medidas de resultado primarias
Medida de resultado |
Medida Descripción |
Periodo de tiempo |
|---|---|---|
|
Change in visuospatial working memory
Periodo de tiempo: Before and after intervention (3 weeks gap)
|
Self-ordered pointing task (Cragg & Nation, 2007)
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Before and after intervention (3 weeks gap)
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Change in interference control on flanker
Periodo de tiempo: Before and after intervention (3 weeks gap)
|
Flanker task (Bunge, Dudukovic, Thomason, Vaidya, & Gabriela, 2002)
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Before and after intervention (3 weeks gap)
|
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Change in color-shape task switching
Periodo de tiempo: Before and after intervention (3 weeks gap)
|
color-shape task (Wiseheart, Viswanathan, & Bialystok, 2015)
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Before and after intervention (3 weeks gap)
|
|
Change in verbal working memory
Periodo de tiempo: Before and after intervention (3 weeks gap)
|
Digit span (Weschler, 2008)
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Before and after intervention (3 weeks gap)
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|
Change in interference control on Stroop
Periodo de tiempo: 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
Periodo de tiempo: Before and after intervention (3 weeks gap)
|
quantity-identity task (Cepeda, Cepeda, & Kramer, 2000)
|
Before and after intervention (3 weeks gap)
|
Medidas de resultado secundarias
Medida de resultado |
Medida Descripción |
Periodo de tiempo |
|---|---|---|
|
Change in processing speed using box completion
Periodo de tiempo: Before and after intervention (3 weeks gap)
|
Box completion (Salthouse, 1993)
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Before and after intervention (3 weeks gap)
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Change in Non-verbal intelligence
Periodo de tiempo: Before and after intervention (3 weeks gap)
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Kaufman Brief Intelligence Test (K-BIT-2; Kaufman & Kaufman, 2004)
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Before and after intervention (3 weeks gap)
|
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Change in Receptive vocabulary
Periodo de tiempo: Before and after intervention (3 weeks gap)
|
Peabody Picture Vocabulary Test (PPVT-IV; Dunn, Dunn, & Lenhard, 2015)
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Before and after intervention (3 weeks gap)
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|
Change in processing speed using digit symbol
Periodo de tiempo: Before and after intervention (3 weeks gap)
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Digit symbol (Weschler, 1991)
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Before and after intervention (3 weeks gap)
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Change in processing speed using symbol copy
Periodo de tiempo: Before and after intervention (3 weeks gap)
|
Symbol copy (Weschler, 1991)
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Before and after intervention (3 weeks gap)
|
Colaboradores e Investigadores
Patrocinador
Fechas de registro del estudio
Fechas importantes del estudio
Inicio del estudio (Actual)
Finalización primaria (Actual)
Finalización del estudio (Actual)
Fechas de registro del estudio
Enviado por primera vez
Primero enviado que cumplió con los criterios de control de calidad
Publicado por primera vez (Actual)
Actualizaciones de registros de estudio
Última actualización publicada (Actual)
Última actualización enviada que cumplió con los criterios de control de calidad
Última verificación
Más información
Términos relacionados con este estudio
Otros números de identificación del estudio
- YorkU-MD1
Plan de datos de participantes individuales (IPD)
¿Planea compartir datos de participantes individuales (IPD)?
Información sobre medicamentos y dispositivos, documentos del estudio
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