Effects of music training on the child's brain and cognitive development.
Identifieur interne : 001A27 ( Main/Exploration ); précédent : 001A26; suivant : 001A28Effects of music training on the child's brain and cognitive development.
Auteurs : Gottfried Schlaug [États-Unis] ; Andrea Norton ; Katie Overy ; Ellen WinnerSource :
- Annals of the New York Academy of Sciences [ 0077-8923 ] ; 2005.
Descripteurs français
- KwdFr :
- Adolescent (MeSH), Adulte (MeSH), Apprentissage (MeSH), Cartographie cérébrale (MeSH), Cognition (MeSH), Encéphale (anatomie et histologie), Encéphale (anatomopathologie), Encéphale (croissance et développement), Enfant (MeSH), Enfant d'âge préscolaire (MeSH), Humains (MeSH), Imagerie par résonance magnétique (MeSH), Latéralité fonctionnelle (MeSH), Musique (MeSH), Perception auditive (MeSH), Projets pilotes (MeSH), Études longitudinales (MeSH).
- MESH :
- anatomie et histologie : Encéphale.
- anatomopathologie : Encéphale.
- croissance et développement : Encéphale.
- Adolescent, Adulte, Apprentissage, Cartographie cérébrale, Cognition, Enfant, Enfant d'âge préscolaire, Humains, Imagerie par résonance magnétique, Latéralité fonctionnelle, Musique, Perception auditive, Projets pilotes, Études longitudinales.
English descriptors
- KwdEn :
- Adolescent (MeSH), Adult (MeSH), Auditory Perception (MeSH), Brain (anatomy & histology), Brain (growth & development), Brain (pathology), Brain Mapping (MeSH), Child (MeSH), Child, Preschool (MeSH), Cognition (MeSH), Functional Laterality (MeSH), Humans (MeSH), Learning (MeSH), Longitudinal Studies (MeSH), Magnetic Resonance Imaging (MeSH), Music (MeSH), Pilot Projects (MeSH).
- MESH :
- anatomy & histology : Brain.
- growth & development : Brain.
- pathology : Brain.
- Adolescent, Adult, Auditory Perception, Brain Mapping, Child, Child, Preschool, Cognition, Functional Laterality, Humans, Learning, Longitudinal Studies, Magnetic Resonance Imaging, Music, Pilot Projects.
Abstract
Research has revealed structural and functional differences in the brains of adult instrumental musicians compared to those of matched nonmusician controls, with intensity/duration of instrumental training and practice being important predictors of these differences. Nevertheless, the differential contributions of nature and nurture to these differences are not yet clear. The musician-nonmusician comparison is an ideal model for examining whether and, if so, where such functional and structural brain plasticity occurs, because musicians acquire and continuously practice a variety of complex motor, auditory, and multimodal skills (e.g., translating visually perceived musical symbols into motor commands while simultaneously monitoring instrumental output and receiving multisensory feedback). Research has also demonstrated that music training in children results in long-term enhancement of visual-spatial, verbal, and mathematical performance. However, the underlying neural bases of such enhancements and whether the intensity and duration of instrumental training or other factors, such as extracurricular activities, attention, motivation, or instructional methods can contribute to or predict these enhancements are yet unknown. Here we report the initial results from our studies examining the brain and cognitive effects of instrumental music training on young children in a longitudinal study and a cross-sectional comparison in older children. Further, we present a comparison of the results in these children's studies with observations from our cross-sectional studies with adults.
DOI: 10.1196/annals.1360.015
PubMed: 16597769
Affiliations:
Links toward previous steps (curation, corpus...)
Le document en format XML
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development.</title><author><name sortKey="Schlaug, Gottfried" sort="Schlaug, Gottfried" uniqKey="Schlaug G" first="Gottfried" last="Schlaug">Gottfried Schlaug</name><affiliation wicri:level="2"><nlm:affiliation>Department of Neurology, Music and Neuroimaging Laboratory, Beth Israel Deaconess Medical Center/Harvard Medical School, 330 Brookline Avenue, Palmer 127, Boston, MA 02215, USA. gschlaug@bidmc.harvard.edu</nlm:affiliation><country xml:lang="fr">États-Unis</country><wicri:regionArea>Department of Neurology, Music and Neuroimaging Laboratory, Beth Israel Deaconess Medical Center/Harvard Medical School, 330 Brookline Avenue, Palmer 127, Boston, MA 02215</wicri:regionArea><placeName><region type="state">Massachusetts</region></placeName></affiliation></author><author><name sortKey="Norton, Andrea" sort="Norton, Andrea" uniqKey="Norton A" first="Andrea" last="Norton">Andrea Norton</name></author><author><name sortKey="Overy, Katie" sort="Overy, Katie" uniqKey="Overy K" first="Katie" 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(MeSH)</term><term>Pilot Projects (MeSH)</term></keywords><keywords scheme="KwdFr" xml:lang="fr"><term>Adolescent (MeSH)</term><term>Adulte (MeSH)</term><term>Apprentissage (MeSH)</term><term>Cartographie cérébrale (MeSH)</term><term>Cognition (MeSH)</term><term>Encéphale (anatomie et histologie)</term><term>Encéphale (anatomopathologie)</term><term>Encéphale (croissance et développement)</term><term>Enfant (MeSH)</term><term>Enfant d'âge préscolaire (MeSH)</term><term>Humains (MeSH)</term><term>Imagerie par résonance magnétique (MeSH)</term><term>Latéralité fonctionnelle (MeSH)</term><term>Musique (MeSH)</term><term>Perception auditive (MeSH)</term><term>Projets pilotes (MeSH)</term><term>Études longitudinales (MeSH)</term></keywords><keywords scheme="MESH" qualifier="anatomie et histologie" xml:lang="fr"><term>Encéphale</term></keywords><keywords scheme="MESH" qualifier="anatomopathologie" xml:lang="fr"><term>Encéphale</term></keywords><keywords scheme="MESH" qualifier="anatomy & 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préscolaire</term><term>Humains</term><term>Imagerie par résonance magnétique</term><term>Latéralité fonctionnelle</term><term>Musique</term><term>Perception auditive</term><term>Projets pilotes</term><term>Études longitudinales</term></keywords></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en">Research has revealed structural and functional differences in the brains of adult instrumental musicians compared to those of matched nonmusician controls, with intensity/duration of instrumental training and practice being important predictors of these differences. Nevertheless, the differential contributions of nature and nurture to these differences are not yet clear. The musician-nonmusician comparison is an ideal model for examining whether and, if so, where such functional and structural brain plasticity occurs, because musicians acquire and continuously practice a variety of complex motor, auditory, and multimodal skills (e.g., translating visually perceived musical symbols into motor commands while simultaneously monitoring instrumental output and receiving multisensory feedback). Research has also demonstrated that music training in children results in long-term enhancement of visual-spatial, verbal, and mathematical performance. However, the underlying neural bases of such enhancements and whether the intensity and duration of instrumental training or other factors, such as extracurricular activities, attention, motivation, or instructional methods can contribute to or predict these enhancements are yet unknown. Here we report the initial results from our studies examining the brain and cognitive effects of instrumental music training on young children in a longitudinal study and a cross-sectional comparison in older children. Further, we present a comparison of the results in these children's studies with observations from our cross-sectional studies with adults.</div></front></TEI><pubmed><MedlineCitation Status="MEDLINE" Owner="NLM"><PMID Version="1">16597769</PMID><DateCompleted><Year>2006</Year><Month>09</Month><Day>25</Day></DateCompleted><DateRevised><Year>2015</Year><Month>03</Month><Day>18</Day></DateRevised><Article PubModel="Print"><Journal><ISSN IssnType="Print">0077-8923</ISSN><JournalIssue CitedMedium="Print"><Volume>1060</Volume><PubDate><Year>2005</Year><Month>Dec</Month></PubDate></JournalIssue><Title>Annals of the New York Academy of Sciences</Title><ISOAbbreviation>Ann N Y Acad Sci</ISOAbbreviation></Journal><ArticleTitle>Effects of music training on the child's brain and cognitive development.</ArticleTitle><Pagination><MedlinePgn>219-30</MedlinePgn></Pagination><Abstract><AbstractText>Research has revealed structural and functional differences in the brains of adult instrumental musicians compared to those of matched nonmusician controls, with intensity/duration of instrumental training and practice being important predictors of these differences. Nevertheless, the differential contributions of nature and nurture to these differences are not yet clear. The musician-nonmusician comparison is an ideal model for examining whether and, if so, where such functional and structural brain plasticity occurs, because musicians acquire and continuously practice a variety of complex motor, auditory, and multimodal skills (e.g., translating visually perceived musical symbols into motor commands while simultaneously monitoring instrumental output and receiving multisensory feedback). Research has also demonstrated that music training in children results in long-term enhancement of visual-spatial, verbal, and mathematical performance. However, the underlying neural bases of such enhancements and whether the intensity and duration of instrumental training or other factors, such as extracurricular activities, attention, motivation, or instructional methods can contribute to or predict these enhancements are yet unknown. Here we report the initial results from our studies examining the brain and cognitive effects of instrumental music training on young children in a longitudinal study and a cross-sectional comparison in older children. 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