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.
研究概览
详细说明
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).
研究类型
注册 (实际的)
阶段
- 不适用
参与标准
资格标准
适合学习的年龄
接受健康志愿者
有资格学习的性别
描述
Inclusion Criteria:
- Monolingual
Exclusion Criteria:
- Developmental delays or learning disabilities
- Previous arts training (in dance, drama, or music)
学习计划
研究是如何设计的？
设计细节
- 主要用途：基础科学
- 分配：随机化
- 介入模型：并行分配
- 屏蔽：三倍
武器和干预
参与者组/臂 |
干预/治疗 |
|---|---|
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实验性的：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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有源比较器：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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无干预：Passive control group
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研究衡量的是什么？
主要结果指标
结果测量 |
措施说明 |
大体时间 |
|---|---|---|
|
Change in visuospatial working memory
大体时间：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
大体时间：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
大体时间：Before and after intervention (3 weeks gap)
|
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
大体时间：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
大体时间：Before and after intervention (3 weeks gap)
|
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
大体时间：Before and after intervention (3 weeks gap)
|
quantity-identity task (Cepeda, Cepeda, & Kramer, 2000)
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Before and after intervention (3 weeks gap)
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次要结果测量
结果测量 |
措施说明 |
大体时间 |
|---|---|---|
|
Change in processing speed using box completion
大体时间：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
大体时间：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
大体时间：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
大体时间：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
大体时间：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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合作者和调查者
研究记录日期
研究主要日期
学习开始 (实际的)
初级完成 (实际的)
研究完成 (实际的)
研究注册日期
首次提交
首先提交符合 QC 标准的
首次发布 (实际的)
研究记录更新
最后更新发布 (实际的)
上次提交的符合 QC 标准的更新
最后验证
更多信息
与本研究相关的术语
其他研究编号
- YorkU-MD1
计划个人参与者数据 (IPD)
计划共享个人参与者数据 (IPD)？
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研究美国 FDA 监管的设备产品
在美国制造并从美国出口的产品
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