Promises of formal and informal musical activities in advancing neurocognitive development throughout childhood.
Identifieur interne : 000051 ( Main/Exploration ); précédent : 000050; suivant : 000052Promises of formal and informal musical activities in advancing neurocognitive development throughout childhood.
Auteurs : Vesa Putkinen [Finlande] ; Mari Tervaniemi ; Katri Saarikivi ; Minna HuotilainenSource :
- Annals of the New York Academy of Sciences [ 1749-6632 ] ; 2015.
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Abstract
Adult musicians show superior neural sound discrimination when compared to nonmusicians. However, it is unclear whether these group differences reflect the effects of experience or preexisting neural enhancement in individuals who seek out musical training. Tracking how brain function matures over time in musically trained and nontrained children can shed light on this issue. Here, we review our recent longitudinal event-related potential (ERP) studies that examine how formal musical training and less formal musical activities influence the maturation of brain responses related to sound discrimination and auditory attention. These studies found that musically trained school-aged children and preschool-aged children attending a musical playschool show more rapid maturation of neural sound discrimination than their control peers. Importantly, we found no evidence for pretraining group differences. In a related cross-sectional study, we found ERP and behavioral evidence for improved executive functions and control over auditory novelty processing in musically trained school-aged children and adolescents. Taken together, these studies provide evidence for the causal role of formal musical training and less formal musical activities in shaping the development of important neural auditory skills and suggest transfer effects with domain-general implications.
DOI: 10.1111/nyas.12656
PubMed: 25773630
Affiliations:
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Finnish Centre of Interdisciplinary Music Research, University of Jyväskylä, Jyväskylä, Finland.</nlm:affiliation><country xml:lang="fr">Finlande</country><wicri:regionArea>Cognitive Brain Research Unit, Cognitive Science, Institute of Behavioural Sciences, University of Helsinki, Helsinki, Finland; Finnish Centre of Interdisciplinary Music Research, University of Jyväskylä, Jyväskylä</wicri:regionArea><orgName type="university">Université d'Helsinki</orgName><placeName><settlement type="city">Helsinki</settlement><region type="région" nuts="2">Uusimaa</region></placeName></affiliation></author><author><name sortKey="Tervaniemi, Mari" sort="Tervaniemi, Mari" uniqKey="Tervaniemi M" first="Mari" last="Tervaniemi">Mari Tervaniemi</name></author><author><name sortKey="Saarikivi, Katri" sort="Saarikivi, Katri" uniqKey="Saarikivi K" first="Katri" last="Saarikivi">Katri Saarikivi</name></author><author><name sortKey="Huotilainen, Minna" sort="Huotilainen, Minna" uniqKey="Huotilainen M" first="Minna" last="Huotilainen">Minna Huotilainen</name></author></analytic><series><title level="j">Annals of the New York Academy of Sciences</title><idno type="eISSN">1749-6632</idno><imprint><date when="2015" type="published">2015</date></imprint></series></biblStruct></sourceDesc></fileDesc><profileDesc><textClass><keywords scheme="KwdEn" xml:lang="en"><term>Acoustic Stimulation</term><term>Adolescent</term><term>Attention</term><term>Auditory Perception (physiology)</term><term>Brain (physiology)</term><term>Child</term><term>Cognition (physiology)</term><term>Evoked Potentials, Auditory</term><term>Executive Function</term><term>Humans</term><term>Longitudinal Studies</term><term>Models, Neurological</term><term>Music</term></keywords><keywords scheme="KwdFr" xml:lang="fr"><term>Adolescent</term><term>Attention</term><term>Cognition (physiologie)</term><term>Encéphale (physiologie)</term><term>Enfant</term><term>Fonction exécutive</term><term>Humains</term><term>Modèles neurologiques</term><term>Musique</term><term>Perception auditive (physiologie)</term><term>Potentiels évoqués auditifs</term><term>Stimulation acoustique</term><term>Études longitudinales</term></keywords><keywords scheme="MESH" qualifier="physiologie" xml:lang="fr"><term>Cognition</term><term>Encéphale</term><term>Perception auditive</term></keywords><keywords scheme="MESH" qualifier="physiology" xml:lang="en"><term>Auditory Perception</term><term>Brain</term><term>Cognition</term></keywords><keywords scheme="MESH" xml:lang="en"><term>Acoustic Stimulation</term><term>Adolescent</term><term>Attention</term><term>Child</term><term>Evoked Potentials, Auditory</term><term>Executive Function</term><term>Humans</term><term>Longitudinal Studies</term><term>Models, Neurological</term><term>Music</term></keywords><keywords scheme="MESH" xml:lang="fr"><term>Adolescent</term><term>Attention</term><term>Enfant</term><term>Fonction exécutive</term><term>Humains</term><term>Modèles neurologiques</term><term>Musique</term><term>Potentiels évoqués auditifs</term><term>Stimulation acoustique</term><term>Études longitudinales</term></keywords></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en">Adult musicians show superior neural sound discrimination when compared to nonmusicians. However, it is unclear whether these group differences reflect the effects of experience or preexisting neural enhancement in individuals who seek out musical training. Tracking how brain function matures over time in musically trained and nontrained children can shed light on this issue. Here, we review our recent longitudinal event-related potential (ERP) studies that examine how formal musical training and less formal musical activities influence the maturation of brain responses related to sound discrimination and auditory attention. These studies found that musically trained school-aged children and preschool-aged children attending a musical playschool show more rapid maturation of neural sound discrimination than their control peers. Importantly, we found no evidence for pretraining group differences. In a related cross-sectional study, we found ERP and behavioral evidence for improved executive functions and control over auditory novelty processing in musically trained school-aged children and adolescents. Taken together, these studies provide evidence for the causal role of formal musical training and less formal musical activities in shaping the development of important neural auditory skills and suggest transfer effects with domain-general implications.</div></front></TEI><affiliations><list><country><li>Finlande</li></country><region><li>Uusimaa</li></region><settlement><li>Helsinki</li></settlement><orgName><li>Université d'Helsinki</li></orgName></list><tree><noCountry><name sortKey="Huotilainen, Minna" sort="Huotilainen, Minna" uniqKey="Huotilainen M" first="Minna" last="Huotilainen">Minna Huotilainen</name><name sortKey="Saarikivi, Katri" sort="Saarikivi, Katri" uniqKey="Saarikivi K" first="Katri" last="Saarikivi">Katri Saarikivi</name><name sortKey="Tervaniemi, Mari" sort="Tervaniemi, Mari" uniqKey="Tervaniemi M" first="Mari" last="Tervaniemi">Mari Tervaniemi</name></noCountry><country name="Finlande"><region name="Uusimaa"><name sortKey="Putkinen, Vesa" sort="Putkinen, Vesa" uniqKey="Putkinen V" first="Vesa" last="Putkinen">Vesa Putkinen</name></region></country></tree></affiliations></record>Pour manipuler ce document sous Unix (Dilib)
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