Genetic and Environmental Influences on Decoding Skills - Implications for Music and Reading.
Identifieur interne : 000553 ( Main/Exploration ); précédent : 000552; suivant : 000554Genetic and Environmental Influences on Decoding Skills - Implications for Music and Reading.
Auteurs : Tracy M. Centanni [États-Unis] ; D M Anchan [États-Unis] ; Maggie Beard [États-Unis] ; Renee Brooks [États-Unis] ; Lee A. Thompson [États-Unis] ; Stephen A. Petrill [États-Unis]Source :
- Frontiers in psychology [ 1664-1078 ] ; 2019.
Abstract
Music education is associated with increased speech perception abilities and anecdotal evidence suggests musical training is also beneficial for performance in a variety of academic areas. In spite of this positive association, very little empirical evidence exists to support this claim except for a few studies linking musical training to improvements in verbal tasks. We evaluated the relationships between specific aspects of musical training/ability and scores on a series of standardized reading assessments in a sample of twins. There was a significant and positive relationship between self-reported sight-reading ability for sheet music and performance on passage comprehension - a standardized reading measure that relies on decoding and working memory. This effect was specific to sight reading ability, as other musical variables, such as number of years of practice or music theory, were not related to performance on this reading measure. Surprisingly, the verbal working memory ability we tested did not mediate this relationship. To determine whether there is a genetic component to these skills, we compared these relationships in pairs of monozygotic twins compared to dizygotic twins. Interestingly, intraclass correlations (ICCs) for sight reading and passage comprehension were both higher in monozygotic twins compared to dizygotic twins, though this effect was larger for passage comprehension than for sight reading. These results together suggest a familial and potentially partially shared inherited mechanism for success in both musical sight-reading ability and passage comprehension.
DOI: 10.3389/fpsyg.2019.02604
PubMed: 31798510
PubMed Central: PMC6877899
Affiliations:
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Centanni</name><affiliation wicri:level="2"><nlm:affiliation>Department of Psychology, Texas Christian University, Fort Worth, TX, United States.</nlm:affiliation><country xml:lang="fr">États-Unis</country><wicri:regionArea>Department of Psychology, Texas Christian University, Fort Worth, TX</wicri:regionArea><placeName><region type="state">Texas</region></placeName></affiliation></author><author><name sortKey="Anchan, D M" sort="Anchan, D M" uniqKey="Anchan D" first="D M" last="Anchan">D M Anchan</name><affiliation wicri:level="2"><nlm:affiliation>The University of Alabama, Tuscaloosa, AL, United States.</nlm:affiliation><country xml:lang="fr">États-Unis</country><wicri:regionArea>The University of Alabama, Tuscaloosa, AL</wicri:regionArea><placeName><region type="state">Alabama</region></placeName></affiliation></author><author><name sortKey="Beard, Maggie" sort="Beard, Maggie" uniqKey="Beard M" first="Maggie" last="Beard">Maggie Beard</name><affiliation wicri:level="2"><nlm:affiliation>The Ohio State University, Columbus, OH, United States.</nlm:affiliation><country xml:lang="fr">États-Unis</country><wicri:regionArea>The Ohio State University, Columbus, OH</wicri:regionArea><placeName><region type="state">Ohio</region></placeName></affiliation></author><author><name sortKey="Brooks, Renee" sort="Brooks, Renee" uniqKey="Brooks R" first="Renee" last="Brooks">Renee Brooks</name><affiliation wicri:level="2"><nlm:affiliation>The Ohio State University, Columbus, OH, United States.</nlm:affiliation><country xml:lang="fr">États-Unis</country><wicri:regionArea>The Ohio State University, Columbus, OH</wicri:regionArea><placeName><region type="state">Ohio</region></placeName></affiliation></author><author><name sortKey="Thompson, Lee A" sort="Thompson, Lee A" uniqKey="Thompson L" first="Lee A" last="Thompson">Lee A. Thompson</name><affiliation wicri:level="2"><nlm:affiliation>Case Western Reserve University, Cleveland, OH, United States.</nlm:affiliation><country xml:lang="fr">États-Unis</country><wicri:regionArea>Case Western Reserve University, Cleveland, OH</wicri:regionArea><placeName><region type="state">Ohio</region></placeName></affiliation></author><author><name sortKey="Petrill, Stephen A" sort="Petrill, Stephen A" uniqKey="Petrill S" first="Stephen A" last="Petrill">Stephen A. Petrill</name><affiliation wicri:level="2"><nlm:affiliation>The Ohio State University, Columbus, OH, United States.</nlm:affiliation><country xml:lang="fr">États-Unis</country><wicri:regionArea>The Ohio State University, Columbus, OH</wicri:regionArea><placeName><region type="state">Ohio</region></placeName></affiliation></author></analytic><series><title level="j">Frontiers in psychology</title><idno type="ISSN">1664-1078</idno><imprint><date when="2019" type="published">2019</date></imprint></series></biblStruct></sourceDesc></fileDesc><profileDesc><textClass></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en">Music education is associated with increased speech perception abilities and anecdotal evidence suggests musical training is also beneficial for performance in a variety of academic areas. In spite of this positive association, very little empirical evidence exists to support this claim except for a few studies linking musical training to improvements in verbal tasks. We evaluated the relationships between specific aspects of musical training/ability and scores on a series of standardized reading assessments in a sample of twins. There was a significant and positive relationship between self-reported sight-reading ability for sheet music and performance on passage comprehension - a standardized reading measure that relies on decoding and working memory. This effect was specific to sight reading ability, as other musical variables, such as number of years of practice or music theory, were not related to performance on this reading measure. Surprisingly, the verbal working memory ability we tested did not mediate this relationship. To determine whether there is a genetic component to these skills, we compared these relationships in pairs of monozygotic twins compared to dizygotic twins. Interestingly, intraclass correlations (ICCs) for sight reading and passage comprehension were both higher in monozygotic twins compared to dizygotic twins, though this effect was larger for passage comprehension than for sight reading. These results together suggest a familial and potentially partially shared inherited mechanism for success in both musical sight-reading ability and passage comprehension.</div></front></TEI><pubmed><MedlineCitation Status="PubMed-not-MEDLINE" Owner="NLM"><PMID Version="1">31798510</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>10</Volume><PubDate><Year>2019</Year></PubDate></JournalIssue><Title>Frontiers in psychology</Title><ISOAbbreviation>Front Psychol</ISOAbbreviation></Journal><ArticleTitle>Genetic and Environmental Influences on Decoding Skills - Implications for Music and Reading.</ArticleTitle><Pagination><MedlinePgn>2604</MedlinePgn></Pagination><ELocationID EIdType="doi" ValidYN="Y">10.3389/fpsyg.2019.02604</ELocationID><Abstract><AbstractText>Music education is associated with increased speech perception abilities and anecdotal evidence suggests musical training is also beneficial for performance in a variety of academic areas. In spite of this positive association, very little empirical evidence exists to support this claim except for a few studies linking musical training to improvements in verbal tasks. We evaluated the relationships between specific aspects of musical training/ability and scores on a series of standardized reading assessments in a sample of twins. There was a significant and positive relationship between self-reported sight-reading ability for sheet music and performance on passage comprehension - a standardized reading measure that relies on decoding and working memory. This effect was specific to sight reading ability, as other musical variables, such as number of years of practice or music theory, were not related to performance on this reading measure. Surprisingly, the verbal working memory ability we tested did not mediate this relationship. To determine whether there is a genetic component to these skills, we compared these relationships in pairs of monozygotic twins compared to dizygotic twins. Interestingly, intraclass correlations (ICCs) for sight reading and passage comprehension were both higher in monozygotic twins compared to dizygotic twins, though this effect was larger for passage comprehension than for sight reading. These results together suggest a familial and potentially partially shared inherited mechanism for success in both musical sight-reading ability and passage comprehension.</AbstractText><CopyrightInformation>Copyright © 2019 Centanni, Anchan, Beard, Brooks, Thompson and Petrill.</CopyrightInformation></Abstract><AuthorList CompleteYN="Y"><Author ValidYN="Y"><LastName>Centanni</LastName><ForeName>Tracy M</ForeName><Initials>TM</Initials><AffiliationInfo><Affiliation>Department of Psychology, Texas Christian University, Fort Worth, TX, United States.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Anchan</LastName><ForeName>D M</ForeName><Initials>DM</Initials><AffiliationInfo><Affiliation>The University of Alabama, Tuscaloosa, AL, United States.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Beard</LastName><ForeName>Maggie</ForeName><Initials>M</Initials><AffiliationInfo><Affiliation>The Ohio State University, Columbus, OH, United States.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Brooks</LastName><ForeName>Renee</ForeName><Initials>R</Initials><AffiliationInfo><Affiliation>The Ohio State University, Columbus, OH, United States.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Thompson</LastName><ForeName>Lee A</ForeName><Initials>LA</Initials><AffiliationInfo><Affiliation>Case Western Reserve University, Cleveland, OH, United States.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Petrill</LastName><ForeName>Stephen A</ForeName><Initials>SA</Initials><AffiliationInfo><Affiliation>The Ohio State University, Columbus, OH, United States.</Affiliation></AffiliationInfo></Author></AuthorList><Language>eng</Language><PublicationTypeList><PublicationType UI="D016428">Journal Article</PublicationType></PublicationTypeList><ArticleDate DateType="Electronic"><Year>2019</Year><Month>11</Month><Day>19</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">decoding</Keyword><Keyword MajorTopicYN="N">education</Keyword><Keyword MajorTopicYN="N">genetics</Keyword><Keyword MajorTopicYN="N">music</Keyword><Keyword MajorTopicYN="N">passage comprehension</Keyword><Keyword MajorTopicYN="N">reading</Keyword></KeywordList></MedlineCitation><PubmedData><History><PubMedPubDate PubStatus="received"><Year>2019</Year><Month>06</Month><Day>13</Day></PubMedPubDate><PubMedPubDate PubStatus="accepted"><Year>2019</Year><Month>11</Month><Day>04</Day></PubMedPubDate><PubMedPubDate PubStatus="entrez"><Year>2019</Year><Month>12</Month><Day>5</Day><Hour>6</Hour><Minute>0</Minute></PubMedPubDate><PubMedPubDate 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Centanni</name></region><name sortKey="Anchan, D M" sort="Anchan, D M" uniqKey="Anchan D" first="D M" last="Anchan">D M Anchan</name><name sortKey="Beard, Maggie" sort="Beard, Maggie" uniqKey="Beard M" first="Maggie" last="Beard">Maggie Beard</name><name sortKey="Brooks, Renee" sort="Brooks, Renee" uniqKey="Brooks R" first="Renee" last="Brooks">Renee Brooks</name><name sortKey="Petrill, Stephen A" sort="Petrill, Stephen A" uniqKey="Petrill S" first="Stephen A" last="Petrill">Stephen A. Petrill</name><name sortKey="Thompson, Lee A" sort="Thompson, Lee A" uniqKey="Thompson L" first="Lee A" last="Thompson">Lee A. Thompson</name></country></tree></affiliations></record>Pour manipuler ce document sous Unix (Dilib)
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