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Cognitive Effects of Music and Dance Training in Children

17. mai 2017 oppdatert av: 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.

Studieoversikt

Status

Fullført

Forhold

Intervensjon / Behandling

Detaljert 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).

Studietype

Intervensjonell

Registrering (Faktiske)

75

Fase

  • Ikke aktuelt

Deltakelseskriterier

Forskere ser etter personer som passer til en bestemt beskrivelse, kalt kvalifikasjonskriterier. Noen eksempler på disse kriteriene er en persons generelle helsetilstand eller tidligere behandlinger.

Kvalifikasjonskriterier

Alder som er kvalifisert for studier

6 år til 9 år (Barn)

Tar imot friske frivillige

Nei

Kjønn som er kvalifisert for studier

Alle

Beskrivelse

Inclusion Criteria:

  • Monolingual

Exclusion Criteria:

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

Studieplan

Denne delen gir detaljer om studieplanen, inkludert hvordan studien er utformet og hva studien måler.

Hvordan er studiet utformet?

Designdetaljer

  • Primært formål: Grunnvitenskap
  • Tildeling: Randomisert
  • Intervensjonsmodell: Parallell tildeling
  • Masking: Trippel

Våpen og intervensjoner

Deltakergruppe / Arm
Intervensjon / Behandling
Eksperimentell: Music Training
Atferdsmessig: 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
Atferdsmessig: 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 inngripen: Passive control group

Hva måler studien?

Primære resultatmål

Resultatmål
Tiltaksbeskrivelse
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
Tiltaksbeskrivelse
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)

Samarbeidspartnere og etterforskere

Det er her du vil finne personer og organisasjoner som er involvert i denne studien.

Sponsor

York University

Studierekorddatoer

Disse datoene sporer fremdriften for innsending av studieposter og sammendragsresultater til ClinicalTrials.gov. Studieposter og rapporterte resultater gjennomgås av National Library of Medicine (NLM) for å sikre at de oppfyller spesifikke kvalitetskontrollstandarder før de legges ut på det offentlige nettstedet.

Studer hoveddatoer

Studiestart (Faktiske)

1. januar 2012

Primær fullføring (Faktiske)

30. november 2013

Studiet fullført (Faktiske)

30. november 2013

Datoer for studieregistrering

Først innsendt

6. mai 2017

Først innsendt som oppfylte QC-kriteriene

17. mai 2017

Først lagt ut (Faktiske)

19. mai 2017

Oppdateringer av studieposter

Sist oppdatering lagt ut (Faktiske)

19. mai 2017

Siste oppdatering sendt inn som oppfylte QC-kriteriene

17. mai 2017

Sist bekreftet

1. mai 2017

Mer informasjon

Begreper knyttet til denne studien

Andre studie-ID-numre

  • YorkU-MD1

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