Cognitive, Motor and Social Factors of Music Instrument Training Programs for Older Adults' Improved Wellbeing.
Identifieur interne : 000595 ( Main/Exploration ); précédent : 000594; suivant : 000596Cognitive, Motor and Social Factors of Music Instrument Training Programs for Older Adults' Improved Wellbeing.
Auteurs : Jennifer Macritchie [Australie] ; Matthew Breaden [Australie] ; Andrew J. Milne [Australie] ; Sarah Mcintyre [Australie, Suède]Source :
- Frontiers in psychology [ 1664-1078 ] ; 2019.
Abstract
Given emerging evidence that learning to play a musical instrument may lead to a number of cognitive benefits for older adults, it is important to clarify how these training programs can be delivered optimally and meaningfully. The effective acquisition of musical and domain-general skills by later-life learners may be influenced by social, cultural and individual factors within the learning environment. The current study examines the effects of a 10-week piano training program on healthy older adult novices' cognitive and motor skills, in comparison to an inactive waitlisted control group. Fifteen participants completed piano training led by a music facilitator in small groups (max n = 4 per lesson class; two experimental, two waitlisted control groups). Data was collected using an explanatory sequential design: quantitative data from a battery of cognitive and motor tests was collected pre/post-test on all participants, with further post-test data from the waitlisted control group (n = 7). Qualitative data included weekly facilitator observations, participant practice diaries, and an individual, semi-structured, post-experiment interview. Bayesian modelling demonstrated moderate evidence of a strong positive impact of training on part A of the Trail Making test (TMT), indicating improved visuo-motor skills. Moderate evidence for negative impacts of training on part B of the Trail Making Test (and difference score delta) was also found, suggesting no benefit of cognitive switching. Qualitative results revealed that the group learning environment motivated participants to play in musical ensembles and to socialize. Motivation was optimal when all participants were happy with the chosen repertoire (participants reported they were motivated by learning to play familiar music) and when the facilitator observed that groups had formed cohesive bonds. Informed by these factors, exploratory analyses demonstrated strong evidence that a participant's lesson class had an impact on post-test scores (TMT part A). These results not only demonstrate the extent of cognitive benefits of a short-term piano training intervention for older adults, but also the importance of considering the group dynamics in the learning environment.
DOI: 10.3389/fpsyg.2019.02868
PubMed: 31998175
PubMed Central: PMC6968490
Affiliations:
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Milne</name><affiliation wicri:level="1"><nlm:affiliation>The MARCS Institute for Brain, Behaviour and Development, Western Sydney University, Penrith, NSW, Australia.</nlm:affiliation><country xml:lang="fr">Australie</country><wicri:regionArea>The MARCS Institute for Brain, Behaviour and Development, Western Sydney University, Penrith, NSW</wicri:regionArea><wicri:noRegion>NSW</wicri:noRegion></affiliation></author><author><name sortKey="Mcintyre, Sarah" sort="Mcintyre, Sarah" uniqKey="Mcintyre S" first="Sarah" last="Mcintyre">Sarah Mcintyre</name><affiliation wicri:level="1"><nlm:affiliation>The MARCS Institute for Brain, Behaviour and Development, Western Sydney University, Penrith, NSW, Australia.</nlm:affiliation><country xml:lang="fr">Australie</country><wicri:regionArea>The MARCS Institute for Brain, Behaviour and Development, Western Sydney University, Penrith, NSW</wicri:regionArea><wicri:noRegion>NSW</wicri:noRegion></affiliation><affiliation wicri:level="1"><nlm:affiliation>Center for Social and Affective Neuroscience, Linköping University, Linköping, Sweden.</nlm:affiliation><country xml:lang="fr">Suède</country><wicri:regionArea>Center for Social and Affective Neuroscience, Linköping University, Linköping</wicri:regionArea><wicri:noRegion>Linköping</wicri:noRegion></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">Given emerging evidence that learning to play a musical instrument may lead to a number of cognitive benefits for older adults, it is important to clarify how these training programs can be delivered optimally and meaningfully. The effective acquisition of musical and domain-general skills by later-life learners may be influenced by social, cultural and individual factors within the learning environment. The current study examines the effects of a 10-week piano training program on healthy older adult novices' cognitive and motor skills, in comparison to an inactive waitlisted control group. Fifteen participants completed piano training led by a music facilitator in small groups (max <i>n</i> = 4 per lesson class; two experimental, two waitlisted control groups). Data was collected using an explanatory sequential design: quantitative data from a battery of cognitive and motor tests was collected pre/post-test on all participants, with further post-test data from the waitlisted control group (<i>n</i> = 7). Qualitative data included weekly facilitator observations, participant practice diaries, and an individual, semi-structured, post-experiment interview. Bayesian modelling demonstrated moderate evidence of a strong positive impact of training on part A of the Trail Making test (TMT), indicating improved visuo-motor skills. Moderate evidence for negative impacts of training on part B of the Trail Making Test (and difference score delta) was also found, suggesting no benefit of cognitive switching. Qualitative results revealed that the group learning environment motivated participants to play in musical ensembles and to socialize. Motivation was optimal when all participants were happy with the chosen repertoire (participants reported they were motivated by learning to play familiar music) and when the facilitator observed that groups had formed cohesive bonds. Informed by these factors, exploratory analyses demonstrated strong evidence that a participant's lesson class had an impact on post-test scores (TMT part A). These results not only demonstrate the extent of cognitive benefits of a short-term piano training intervention for older adults, but also the importance of considering the group dynamics in the learning environment.</div></front></TEI><pubmed><MedlineCitation Status="PubMed-not-MEDLINE" Owner="NLM"><PMID Version="1">31998175</PMID><DateRevised><Year>2020</Year><Month>09</Month><Day>29</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>Cognitive, Motor and Social Factors of Music Instrument Training Programs for Older Adults' Improved Wellbeing.</ArticleTitle><Pagination><MedlinePgn>2868</MedlinePgn></Pagination><ELocationID EIdType="doi" ValidYN="Y">10.3389/fpsyg.2019.02868</ELocationID><Abstract><AbstractText>Given emerging evidence that learning to play a musical instrument may lead to a number of cognitive benefits for older adults, it is important to clarify how these training programs can be delivered optimally and meaningfully. The effective acquisition of musical and domain-general skills by later-life learners may be influenced by social, cultural and individual factors within the learning environment. The current study examines the effects of a 10-week piano training program on healthy older adult novices' cognitive and motor skills, in comparison to an inactive waitlisted control group. Fifteen participants completed piano training led by a music facilitator in small groups (max <i>n</i> = 4 per lesson class; two experimental, two waitlisted control groups). Data was collected using an explanatory sequential design: quantitative data from a battery of cognitive and motor tests was collected pre/post-test on all participants, with further post-test data from the waitlisted control group (<i>n</i> = 7). Qualitative data included weekly facilitator observations, participant practice diaries, and an individual, semi-structured, post-experiment interview. Bayesian modelling demonstrated moderate evidence of a strong positive impact of training on part A of the Trail Making test (TMT), indicating improved visuo-motor skills. Moderate evidence for negative impacts of training on part B of the Trail Making Test (and difference score delta) was also found, suggesting no benefit of cognitive switching. Qualitative results revealed that the group learning environment motivated participants to play in musical ensembles and to socialize. Motivation was optimal when all participants were happy with the chosen repertoire (participants reported they were motivated by learning to play familiar music) and when the facilitator observed that groups had formed cohesive bonds. Informed by these factors, exploratory analyses demonstrated strong evidence that a participant's lesson class had an impact on post-test scores (TMT part A). These results not only demonstrate the extent of cognitive benefits of a short-term piano training intervention for older adults, but also the importance of considering the group dynamics in the learning environment.</AbstractText><CopyrightInformation>Copyright © 2020 MacRitchie, Breaden, Milne and McIntyre.</CopyrightInformation></Abstract><AuthorList CompleteYN="Y"><Author ValidYN="Y"><LastName>MacRitchie</LastName><ForeName>Jennifer</ForeName><Initials>J</Initials><AffiliationInfo><Affiliation>The MARCS Institute for Brain, Behaviour and Development, Western Sydney University, Penrith, NSW, Australia.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Breaden</LastName><ForeName>Matthew</ForeName><Initials>M</Initials><AffiliationInfo><Affiliation>The MARCS Institute for Brain, Behaviour and Development, Western Sydney University, Penrith, NSW, Australia.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Milne</LastName><ForeName>Andrew J</ForeName><Initials>AJ</Initials><AffiliationInfo><Affiliation>The MARCS Institute for Brain, Behaviour and Development, Western Sydney University, Penrith, NSW, Australia.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>McIntyre</LastName><ForeName>Sarah</ForeName><Initials>S</Initials><AffiliationInfo><Affiliation>The MARCS Institute for Brain, Behaviour and Development, Western Sydney University, Penrith, NSW, Australia.</Affiliation></AffiliationInfo><AffiliationInfo><Affiliation>Center for Social and Affective Neuroscience, Linköping University, Linköping, Sweden.</Affiliation></AffiliationInfo></Author></AuthorList><Language>eng</Language><PublicationTypeList><PublicationType UI="D016428">Journal Article</PublicationType></PublicationTypeList><ArticleDate DateType="Electronic"><Year>2020</Year><Month>01</Month><Day>10</Day></ArticleDate></Article><MedlineJournalInfo><Country>Switzerland</Country><MedlineTA>Front 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Breaden</name><name sortKey="Mcintyre, Sarah" sort="Mcintyre, Sarah" uniqKey="Mcintyre S" first="Sarah" last="Mcintyre">Sarah Mcintyre</name><name sortKey="Milne, Andrew J" sort="Milne, Andrew J" uniqKey="Milne A" first="Andrew J" last="Milne">Andrew J. 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