Several studies have shown the benefits of music training on multiple musical and non-musical skills. Because our perception of music is inherently rhythmic, it is possible that the underlying mechanism of the transfer effect of music is rhythmic entrainment. Previous studies found transfer effects of sensorimotor entrainment (SE), a form of rhythmic entrainment, but, to date, there has been no comprehensive study that has examined long-term effects of SE in multiple domains. In this study, we compared the transfer effects of two different SE-based (one with fixed rules, the other with free movement) music education methods and a singing-based (control) method on cognitive, linguistic, musical, and social skills in 6–7-year-old children. On the initial assessment, there were no significant differences in performance between the three groups. After 8 months, we found significant improvement for the entrainment-based methods compared to the singing-based method in pitch discrimination, working memory, phonological processing, and verbal skills, and the singing-based method improved executive functions more compared to the SE-based methods. Additionally, we found significant correlations between SE and attention, working memory, and phoneme awareness. Finally, we showed that different teaching methods of SE (rule-based vs. free movement) resulted in different transfer effects.
External periodic stimuli entrain brain oscillations and affect perception and attention. It has been shown that background music can change oculomotor behavior and facilitate detection of visual objects occurring on the musical beat. However, whether musical beats in different tempi modulate information sampling differently during natural viewing remains to be explored. Here we addressed this question by investigating how listening to naturalistic drum grooves in two different tempi affects eye movements of participants viewing natural scenes on a computer screen. We found that the beat frequency of the drum grooves modulated the rate of eye movements: fixation durations were increased at the lower beat frequency (1.7Hz) as compared to the higher beat frequency (2.4Hz) and no music conditions. Correspondingly, estimated visual sampling frequency decreased as fixation durations increased with lower beat frequency. These results imply that slow musical beats can retard sampling of visual information during natural viewing by increasing fixation durations.
Hogyan egyeztethető össze az egyik legszemélyesebb és leghumánabb tantárgy, az ének-zene, a digitális technológiával? A személyes kontaktust és az érzelmi megélést természetesen semmi nem pótolja, nem is ez a cél. A digitális technológia lehetőséget ad a tanulónak arra, hogy játékos formában gyakorlati zenei élményekhez jusson, önállóan fedezze fel egy zenemű vagy egy zenei stílus felépítését, és fejlessze elvonatkoztató, logikai készségét. A pedagógus részéről a digitális technika hozzájárul ahhoz, hogy a tanórán a fejlesztő tartalmi elemek több időt kapjanak azáltal, hogy a gyakorlás, ellenőrzés és értékelés folyamatai a digitális programok segítségével felgyorsulnak. A digitális ének-zene oktató programok hozzájárulnak ahhoz, hogy a tanuló kreatívan kifejezhesse önmagát kudarcélmény és szorongás nélkül, komplex és flexibilis módon értelmezzen és közelítsen meg zeneműveket, zenei fogalmakat, valamint társaival összedolgozva oldjon meg gyakorlatokat és egyúttal kipróbálhassák egymás megközelítéseit is. A tanulmány célja, hogy a digitális eszközök használatát a pedagógusok akadály helyett lehetőségként lássák, az ajánlott gyűjtemény pedig kezdeti segítséget ad az ének-zene oktatás digitális módszertani hiányainak pótlásához.
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