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.
調査の概要
詳細な説明
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).
研究の種類
入学 (実際)
段階
- 適用できない
参加基準
適格基準
就学可能な年齢
健康ボランティアの受け入れ
受講資格のある性別
説明
Inclusion Criteria:
- Monolingual
Exclusion Criteria:
- Developmental delays or learning disabilities
- Previous arts training (in dance, drama, or music)
研究計画
研究はどのように設計されていますか？
デザインの詳細
- 主な目的：基礎科学
- 割り当て：ランダム化
- 介入モデル：並列代入
- マスキング：トリプル
武器と介入
参加者グループ / アーム |
介入・治療 |
|---|---|
|
実験的：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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|
アクティブコンパレータ：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.
|
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介入なし：Passive control group
|
この研究は何を測定していますか？
主要な結果の測定
結果測定 |
メジャーの説明 |
時間枠 |
|---|---|---|
|
Change in visuospatial working memory
時間枠：Before and after intervention (3 weeks gap)
|
Self-ordered pointing task (Cragg & Nation, 2007)
|
Before and after intervention (3 weeks gap)
|
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Change in interference control on flanker
時間枠：Before and after intervention (3 weeks gap)
|
Flanker task (Bunge, Dudukovic, Thomason, Vaidya, & Gabriela, 2002)
|
Before and after intervention (3 weeks gap)
|
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Change in color-shape task switching
時間枠：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
時間枠：Before and after intervention (3 weeks gap)
|
Digit span (Weschler, 2008)
|
Before and after intervention (3 weeks gap)
|
|
Change in interference control on Stroop
時間枠：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
時間枠：Before and after intervention (3 weeks gap)
|
quantity-identity task (Cepeda, Cepeda, & Kramer, 2000)
|
Before and after intervention (3 weeks gap)
|
二次結果の測定
結果測定 |
メジャーの説明 |
時間枠 |
|---|---|---|
|
Change in processing speed using box completion
時間枠：Before and after intervention (3 weeks gap)
|
Box completion (Salthouse, 1993)
|
Before and after intervention (3 weeks gap)
|
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Change in Non-verbal intelligence
時間枠：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
時間枠：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
時間枠：Before and after intervention (3 weeks gap)
|
Digit symbol (Weschler, 1991)
|
Before and after intervention (3 weeks gap)
|
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Change in processing speed using symbol copy
時間枠：Before and after intervention (3 weeks gap)
|
Symbol copy (Weschler, 1991)
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Before and after intervention (3 weeks gap)
|
協力者と研究者
スポンサー
研究記録日
主要日程の研究
研究開始 (実際)
一次修了 (実際)
研究の完了 (実際)
試験登録日
最初に提出
QC基準を満たした最初の提出物
最初の投稿 (実際)
学習記録の更新
投稿された最後の更新 (実際)
QC基準を満たした最後の更新が送信されました
最終確認日
詳しくは
本研究に関する用語
その他の研究ID番号
- YorkU-MD1
個々の参加者データ (IPD) の計画
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