The Demands of Performance Generating Systems on Executive Functions: Effects and Mediating Processes.
Identifieur interne : 000141 ( Main/Exploration ); précédent : 000140; suivant : 000142The Demands of Performance Generating Systems on Executive Functions: Effects and Mediating Processes.
Auteurs : Pil Hansen [Canada] ; Emma A. Climie [Canada] ; Robert J. Oxoby [Canada]Source :
- Frontiers in psychology [ 1664-1078 ] ; 2020.
Abstract
Performance generating systems (PGS) are rule- and task-based approaches to improvisation on stage in theater, dance, and music. These systems require performers to draw on predefined source materials (texts, scores, memories) while working on complex tasks within limiting rules. An interdisciplinary research team at a large Western Canadian University hypothesized that learning to sustain this praxis over the duration of a performance places high demands on executive functions; demands that may improve the performers' executive abilities. These performers need to continuously shift attention while remaining responsive to embodied and environmental stimuli in the present, they are required to inhibit automated responses and impulses using the rules of the system, and they strive toward addressing multitasking challenges with fluidity and flexibility. This study set out to test the mentioned hypothesis deductively and identify mediating processes inductively, using mixed empirical methods. In a small sample experiment with a control group (28 participants; 15 in intervention group, 13 in control group), standardized quantitative tests of executive functions (D-KEFS) were administered before and after an 8-week intervention. Participant-reported qualitative observations from the praxis were also collected throughout the intervention for grounded analysis. Within the limitations of small sample data, we found both statistically significant and trending effects on inhibition, problem-solving initiation, fluidity, and cognitive flexibility. Examining the mediating process, we found that participants experienced significant challenges sustaining the practice halfway through the intervention. The participant-reported solutions to these challenges, which emerged as the strongest behavioral patterns when coding the qualitative data to saturation, were strategies of problem-solving and of re-directing attention. These strategies support and advance our understanding of the effects measured in the standardized tests. In terms of application, our results identify characteristics of PGS that could potentially maintain and strengthen executive functions over and above less demanding performing arts interventions. The results also deliver new insight into how PGS works, which may contribute to the development and teaching of this artistic practice.
DOI: 10.3389/fpsyg.2020.01894
PubMed: 32849109
PubMed Central: PMC7405870
Affiliations:
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Climie</name><affiliation wicri:level="4"><nlm:affiliation>School and Applied Child Psychology, Werklund School of Education, University of Calgary, Calgary, AB, Canada.</nlm:affiliation><country xml:lang="fr">Canada</country><wicri:regionArea>School and Applied Child Psychology, Werklund School of Education, University of Calgary, Calgary, AB</wicri:regionArea><orgName type="university">Université de Calgary</orgName><placeName><settlement type="city">Calgary</settlement><region type="state">Alberta</region></placeName></affiliation></author><author><name sortKey="Oxoby, Robert J" sort="Oxoby, Robert J" uniqKey="Oxoby R" first="Robert J" last="Oxoby">Robert J. Oxoby</name><affiliation wicri:level="4"><nlm:affiliation>Department of Economics, University of Calgary, Calgary, AB, Canada.</nlm:affiliation><country xml:lang="fr">Canada</country><wicri:regionArea>Department of Economics, University of Calgary, Calgary, AB</wicri:regionArea><orgName type="university">Université de Calgary</orgName><placeName><settlement type="city">Calgary</settlement><region type="state">Alberta</region></placeName></affiliation></author></analytic><series><title level="j">Frontiers in psychology</title><idno type="ISSN">1664-1078</idno><imprint><date when="2020" type="published">2020</date></imprint></series></biblStruct></sourceDesc></fileDesc><profileDesc><textClass></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en">Performance generating systems (PGS) are rule- and task-based approaches to improvisation on stage in theater, dance, and music. These systems require performers to draw on predefined source materials (texts, scores, memories) while working on complex tasks within limiting rules. An interdisciplinary research team at a large Western Canadian University hypothesized that learning to sustain this praxis over the duration of a performance places high demands on executive functions; demands that may improve the performers' executive abilities. These performers need to continuously <i>shift attention</i> while remaining responsive to embodied and environmental stimuli in the present, they are required to <i>inhibit</i> automated responses and impulses using the rules of the system, and they strive toward addressing multitasking challenges with <i>fluidity</i> and <i>flexibility</i>. This study set out to test the mentioned hypothesis deductively and identify mediating processes inductively, using mixed empirical methods. In a small sample experiment with a control group (28 participants; 15 in intervention group, 13 in control group), standardized quantitative tests of executive functions (D-KEFS) were administered before and after an 8-week intervention. Participant-reported qualitative observations from the praxis were also collected throughout the intervention for grounded analysis. Within the limitations of small sample data, we found both statistically significant and trending effects on inhibition, problem-solving initiation, fluidity, and cognitive flexibility. Examining the mediating process, we found that participants experienced significant challenges sustaining the practice halfway through the intervention. The participant-reported solutions to these challenges, which emerged as the strongest behavioral patterns when coding the qualitative data to saturation, were strategies of problem-solving and of re-directing attention. These strategies support and advance our understanding of the effects measured in the standardized tests. In terms of application, our results identify characteristics of PGS that could potentially maintain and strengthen executive functions over and above less demanding performing arts interventions. The results also deliver new insight into how PGS works, which may contribute to the development and teaching of this artistic practice.</div></front></TEI><pubmed><MedlineCitation Status="PubMed-not-MEDLINE" Owner="NLM"><PMID Version="1">32849109</PMID><DateRevised><Year>2020</Year><Month>09</Month><Day>28</Day></DateRevised><Article PubModel="Electronic-eCollection"><Journal><ISSN IssnType="Print">1664-1078</ISSN><JournalIssue CitedMedium="Print"><Volume>11</Volume><PubDate><Year>2020</Year></PubDate></JournalIssue><Title>Frontiers in psychology</Title><ISOAbbreviation>Front Psychol</ISOAbbreviation></Journal><ArticleTitle>The Demands of Performance Generating Systems on Executive Functions: Effects and Mediating Processes.</ArticleTitle><Pagination><MedlinePgn>1894</MedlinePgn></Pagination><ELocationID EIdType="doi" ValidYN="Y">10.3389/fpsyg.2020.01894</ELocationID><Abstract><AbstractText>Performance generating systems (PGS) are rule- and task-based approaches to improvisation on stage in theater, dance, and music. These systems require performers to draw on predefined source materials (texts, scores, memories) while working on complex tasks within limiting rules. An interdisciplinary research team at a large Western Canadian University hypothesized that learning to sustain this praxis over the duration of a performance places high demands on executive functions; demands that may improve the performers' executive abilities. These performers need to continuously <i>shift attention</i> while remaining responsive to embodied and environmental stimuli in the present, they are required to <i>inhibit</i> automated responses and impulses using the rules of the system, and they strive toward addressing multitasking challenges with <i>fluidity</i> and <i>flexibility</i>. This study set out to test the mentioned hypothesis deductively and identify mediating processes inductively, using mixed empirical methods. In a small sample experiment with a control group (28 participants; 15 in intervention group, 13 in control group), standardized quantitative tests of executive functions (D-KEFS) were administered before and after an 8-week intervention. Participant-reported qualitative observations from the praxis were also collected throughout the intervention for grounded analysis. Within the limitations of small sample data, we found both statistically significant and trending effects on inhibition, problem-solving initiation, fluidity, and cognitive flexibility. Examining the mediating process, we found that participants experienced significant challenges sustaining the practice halfway through the intervention. The participant-reported solutions to these challenges, which emerged as the strongest behavioral patterns when coding the qualitative data to saturation, were strategies of problem-solving and of re-directing attention. These strategies support and advance our understanding of the effects measured in the standardized tests. In terms of application, our results identify characteristics of PGS that could potentially maintain and strengthen executive functions over and above less demanding performing arts interventions. The results also deliver new insight into how PGS works, which may contribute to the development and teaching of this artistic practice.</AbstractText><CopyrightInformation>Copyright © 2020 Hansen, Climie and Oxoby.</CopyrightInformation></Abstract><AuthorList CompleteYN="Y"><Author ValidYN="Y"><LastName>Hansen</LastName><ForeName>Pil</ForeName><Initials>P</Initials><AffiliationInfo><Affiliation>School of Creative and Performing Arts, University of Calgary, Calgary, AB, Canada.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Climie</LastName><ForeName>Emma A</ForeName><Initials>EA</Initials><AffiliationInfo><Affiliation>School and Applied Child Psychology, Werklund School of Education, University of Calgary, Calgary, AB, Canada.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Oxoby</LastName><ForeName>Robert J</ForeName><Initials>RJ</Initials><AffiliationInfo><Affiliation>Department of Economics, University of Calgary, Calgary, AB, Canada.</Affiliation></AffiliationInfo></Author></AuthorList><Language>eng</Language><PublicationTypeList><PublicationType UI="D016428">Journal Article</PublicationType></PublicationTypeList><ArticleDate DateType="Electronic"><Year>2020</Year><Month>07</Month><Day>29</Day></ArticleDate></Article><MedlineJournalInfo><Country>Switzerland</Country><MedlineTA>Front Psychol</MedlineTA><NlmUniqueID>101550902</NlmUniqueID><ISSNLinking>1664-1078</ISSNLinking></MedlineJournalInfo><KeywordList Owner="NOTNLM"><Keyword MajorTopicYN="N">cognitive flexibility</Keyword><Keyword MajorTopicYN="N">dance</Keyword><Keyword MajorTopicYN="N">executive functions</Keyword><Keyword MajorTopicYN="N">improvisation</Keyword><Keyword MajorTopicYN="N">inhibition</Keyword><Keyword MajorTopicYN="N">music</Keyword><Keyword MajorTopicYN="N">problem-solving</Keyword><Keyword MajorTopicYN="N">theatre</Keyword></KeywordList></MedlineCitation><PubmedData><History><PubMedPubDate 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