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.
연구 개요
상세 설명
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).
연구 유형
등록 (실제)
단계
- 해당 없음
참여기준
자격 기준
공부할 수 있는 나이
건강한 자원 봉사자를 받아들입니다
연구 대상 성별
설명
Inclusion Criteria:
- Monolingual
Exclusion Criteria:
- Developmental delays or learning disabilities
- Previous arts training (in dance, drama, or music)
공부 계획
연구는 어떻게 설계됩니까?
디자인 세부사항
- 주 목적: 기초 과학
- 할당: 무작위
- 중재 모델: 병렬 할당
- 마스킹: 삼루타
무기와 개입
참가자 그룹 / 팔 |
개입 / 치료 |
|---|---|
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실험적: Music Training
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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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활성 비교기: 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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간섭 없음: Passive control group
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연구는 무엇을 측정합니까?
주요 결과 측정
결과 측정 |
측정값 설명 |
기간 |
|---|---|---|
|
Change in visuospatial working memory
기간: 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
기간: Before and after intervention (3 weeks gap)
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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
기간: Before and after intervention (3 weeks gap)
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color-shape task (Wiseheart, Viswanathan, & Bialystok, 2015)
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Before and after intervention (3 weeks gap)
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Change in verbal working memory
기간: Before and after intervention (3 weeks gap)
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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
기간: Before and after intervention (3 weeks gap)
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Stroop task (Cepeda, Blackwell, & Munakata, 2013)
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Before and after intervention (3 weeks gap)
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Change in quantity-identity task switching
기간: Before and after intervention (3 weeks gap)
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quantity-identity task (Cepeda, Cepeda, & Kramer, 2000)
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Before and after intervention (3 weeks gap)
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2차 결과 측정
결과 측정 |
측정값 설명 |
기간 |
|---|---|---|
|
Change in processing speed using box completion
기간: Before and after intervention (3 weeks gap)
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Box completion (Salthouse, 1993)
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Before and after intervention (3 weeks gap)
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Change in Non-verbal intelligence
기간: 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
기간: Before and after intervention (3 weeks gap)
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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
기간: 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
기간: Before and after intervention (3 weeks gap)
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Symbol copy (Weschler, 1991)
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Before and after intervention (3 weeks gap)
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공동 작업자 및 조사자
스폰서
연구 기록 날짜
연구 주요 날짜
연구 시작 (실제)
기본 완료 (실제)
연구 완료 (실제)
연구 등록 날짜
최초 제출
QC 기준을 충족하는 최초 제출
처음 게시됨 (실제)
연구 기록 업데이트
마지막 업데이트 게시됨 (실제)
QC 기준을 충족하는 마지막 업데이트 제출
마지막으로 확인됨
추가 정보
이 연구와 관련된 용어
기타 연구 ID 번호
- YorkU-MD1
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