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.
Visão geral do estudo
Status
Condições
Intervenção / Tratamento
Descrição detalhada
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 estudo
Inscrição (Real)
Estágio
- Não aplicável
Critérios de participação
Critérios de elegibilidade
Idades elegíveis para estudo
Aceita Voluntários Saudáveis
Gêneros Elegíveis para o Estudo
Descrição
Inclusion Criteria:
- Monolingual
Exclusion Criteria:
- Developmental delays or learning disabilities
- Previous arts training (in dance, drama, or music)
Plano de estudo
Como o estudo é projetado?
Detalhes do projeto
- Finalidade Principal: Ciência básica
- Alocação: Randomizado
- Modelo Intervencional: Atribuição Paralela
- Mascaramento: Triplo
Armas e Intervenções
Grupo de Participantes / Braço |
Intervenção / Tratamento |
|---|---|
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Experimental: 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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Comparador Ativo: 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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Sem intervenção: Passive control group
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O que o estudo está medindo?
Medidas de resultados primários
Medida de resultado |
Descrição da medida |
Prazo |
|---|---|---|
|
Change in visuospatial working memory
Prazo: 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
Prazo: 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
Prazo: Before and after intervention (3 weeks gap)
|
color-shape task (Wiseheart, Viswanathan, & Bialystok, 2015)
|
Before and after intervention (3 weeks gap)
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|
Change in verbal working memory
Prazo: 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
Prazo: 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
Prazo: 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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Medidas de resultados secundários
Medida de resultado |
Descrição da medida |
Prazo |
|---|---|---|
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Change in processing speed using box completion
Prazo: 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
Prazo: 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
Prazo: 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
Prazo: 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
Prazo: Before and after intervention (3 weeks gap)
|
Symbol copy (Weschler, 1991)
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Before and after intervention (3 weeks gap)
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Colaboradores e Investigadores
Patrocinador
Datas de registro do estudo
Datas Principais do Estudo
Início do estudo (Real)
Conclusão Primária (Real)
Conclusão do estudo (Real)
Datas de inscrição no estudo
Enviado pela primeira vez
Enviado pela primeira vez que atendeu aos critérios de CQ
Primeira postagem (Real)
Atualizações de registro de estudo
Última Atualização Postada (Real)
Última atualização enviada que atendeu aos critérios de controle de qualidade
Última verificação
Mais Informações
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Outros números de identificação do estudo
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