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Cognitive Effects of Music and Dance Training in Children

17 maj 2017 uppdaterad 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.

Studieöversikt

Status

Avslutad

Betingelser

Intervention / Behandling

Detaljerad beskrivning

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).

Studietyp

Interventionell

Inskrivning (Faktisk)

75

Fas

  • Inte tillämpbar

Deltagandekriterier

Forskare letar efter personer som passar en viss beskrivning, så kallade behörighetskriterier. Några exempel på dessa kriterier är en persons allmänna hälsotillstånd eller tidigare behandlingar.

Urvalskriterier

Åldrar som är berättigade till studier

6 år till 9 år (Barn)

Tar emot friska volontärer

Nej

Kön som är behöriga för studier

Allt

Beskrivning

Inclusion Criteria:

  • Monolingual

Exclusion Criteria:

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

Studieplan

Det här avsnittet ger detaljer om studieplanen, inklusive hur studien är utformad och vad studien mäter.

Hur är studien utformad?

Designdetaljer

  • Primärt syfte: Grundläggande vetenskap
  • Tilldelning: Randomiserad
  • Interventionsmodell: Parallellt uppdrag
  • Maskning: Trippel

Vapen och interventioner

Deltagargrupp / Arm
Intervention / Behandling
Experimentell: Music Training
Beteende: 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
Beteende: 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.
Inget ingripande: Passive control group

Vad mäter studien?

Primära resultatmått

Resultatmått
Åtgärdsbeskrivning
Tidsram
Change in visuospatial working memory
Tidsram: 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
Tidsram: 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
Tidsram: 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
Tidsram: Before and after intervention (3 weeks gap)
Digit span (Weschler, 2008)
Before and after intervention (3 weeks gap)
Change in interference control on Stroop
Tidsram: 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
Tidsram: Before and after intervention (3 weeks gap)
quantity-identity task (Cepeda, Cepeda, & Kramer, 2000)
Before and after intervention (3 weeks gap)

Sekundära resultatmått

Resultatmått
Åtgärdsbeskrivning
Tidsram
Change in processing speed using box completion
Tidsram: Before and after intervention (3 weeks gap)
Box completion (Salthouse, 1993)
Before and after intervention (3 weeks gap)
Change in Non-verbal intelligence
Tidsram: 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
Tidsram: 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
Tidsram: 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
Tidsram: Before and after intervention (3 weeks gap)
Symbol copy (Weschler, 1991)
Before and after intervention (3 weeks gap)

Samarbetspartners och utredare

Det är här du hittar personer och organisationer som är involverade i denna studie.

Sponsor

York University

Studieavstämningsdatum

Dessa datum spårar framstegen för inlämningar av studieposter och sammanfattande resultat till ClinicalTrials.gov. Studieposter och rapporterade resultat granskas av National Library of Medicine (NLM) för att säkerställa att de uppfyller specifika kvalitetskontrollstandarder innan de publiceras på den offentliga webbplatsen.

Studera stora datum

Studiestart (Faktisk)

1 januari 2012

Primärt slutförande (Faktisk)

30 november 2013

Avslutad studie (Faktisk)

30 november 2013

Studieregistreringsdatum

Först inskickad

6 maj 2017

Först inskickad som uppfyllde QC-kriterierna

17 maj 2017

Första postat (Faktisk)

19 maj 2017

Uppdateringar av studier

Senaste uppdatering publicerad (Faktisk)

19 maj 2017

Senaste inskickade uppdateringen som uppfyllde QC-kriterierna

17 maj 2017

Senast verifierad

1 maj 2017

Mer information

Termer relaterade till denna studie

Andra studie-ID-nummer

  • YorkU-MD1

Plan för individuella deltagardata (IPD)

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