Attentional networks functioning and vigilance in expert musicians and non-musicians

Román-Caballero, Rafael; Martín-Arévalo, Elisa; Lupiáñez, Juan

doi:10.1007/s00426-020-01323-2

Cited by 44 publications

(17 citation statements)

References 82 publications

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“…This exceptionally large effect was likely inflated by the lack of control over several variables potentially also enhancing attention. Indeed, in a similar study with an ANTlike task (i.e., the Attentional Networks Test for Interactions and Vigilanceexecutive and arousal components or ANTI-Vea; Luna, Marino, Roca, & Lupiáñez, 2018), Román-Caballero et al (2020) found a smaller difference (d = 0.25) when the effect of musical training was measured while controlling for a wide list of sociodemographic and lifestyle confounds. This inflation is still present in observational studies with large samples, such as Guhn et al (2020;N ≈ 110,000), in which reductions around 60% or more were observed in all the measures after controlling for multiple confounders (cultural background, socioeconomic status, sex, and prior academic achievement).…”

Section: Discussionmentioning

confidence: 89%

“…Moreover, structured instrumental learning is an effortful activity that needs to be maintained across long periods of time; it requires regular and motivated practice, learning of new and progressively more difficult material, and adapting to new contexts. Those characteristics have led some to propose that musical training is an optimal cognitive training activity (Bugos et al, 2007), and extensive evidence has associated musicianship with higher intelligence scores (Bugos & Mazuc, 2014;Schellenberg, 2006;Swaminathan et al, 2017) and advantages in cognitive functions, such as visuospatial abilities (Sluming et al, 2007), processing speed (Bugos & Mazuc, 2014;Jentzsch et al, 2014), executive control (Medina & Barraza, 2019;Jentzsch et al, 2014), attention and vigilance (Kaganovich et al, 2013;Rodrigues et al, 2013;Román-Caballero et al, 2020) and episodic and working memory (Talamini et al, 2017). Also, it might protect against the cognitive decline associated with aging (Román-Caballero et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Please don’t stop the music: A meta-analysis of the cognitive and academic benefits of instrumental musical training in childhood and adolescence

Román-Caballero¹,

Vadillo²,

Trainor³

et al. 2021

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An extensive literature has investigated the impact of musical training on cognition and academic achievement in children and adolescents. However, most of the studies have relied on cross-sectional designs, which makes it impossible to elucidate whether the observed differences are a consequence of the engagement in musical activities. Previous meta-analyses with longitudinal studies have also found inconsistent results, possibly due to their reliance on vague definitions of musical training. In addition, more evidence has appeared in recent years. The current meta-analysis investigates the impact of early programs that involve learning to play musical instruments on cognitive and academic skills, as previous meta-analyses have not focused on this form of musical training. Following a systematic search, 34 independent samples of children and adolescents were included. All the studies had pre-post designs and, at least, one control group. Overall, we found a small but significant benefit (g = 0.24) with short-term programs, regardless of whether they were randomized or not. In addition, a small advantage at baseline was observed in studies with self-selection (g = 0.28), indicating that participants who had the opportunity to select the activity consistently showed a slightly superior performance prior to the beginning of the intervention. Our findings support a nature and nurture approach to the relationship between instrumental training and cognitive performance. Nevertheless, evidence from well-conducted studies is still scarce and more studies are necessary to reach firmer conclusions.

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Section: Discussionmentioning

confidence: 89%

Section: Introductionmentioning

confidence: 99%

Please don’t stop the music: A meta-analysis of the cognitive and academic benefits of instrumental musical training in childhood and adolescence

Román-Caballero¹,

Vadillo²,

Trainor³

et al. 2021

Preprint

Self Cite

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“…The literature on general lifestyle activity profiles between musicians and non-musicians is mixed. General lifestyle activity profiles may differ in younger adult musicians and non-musicians [ 44 ], but perhaps not between older musicians (with >10 years of experience) and non-musicians [ 22 ]. Findings on personality trait profile differences between musicians and non-musicians or time trained as a musician is also mixed, depending on the age of the cohort assessed [ 41 , 45 ].…”

Section: Discussionmentioning

confidence: 99%

Musical instrument engagement across the life course and episodic memory in late life: An analysis of 60 years of longitudinal data from the Wisconsin Longitudinal Study

2021

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Background As the global burden of dementia increases, the absence of treatment underscores the need for identification of factors that may improve cognitive reserve–the ability to stave off cognitive decline in old age. The beneficial association between musical instrument engagement and episodic memory has been identified in children, young adults, and older adults. Yet, previous studies in musical instrument engagement have rarely examined the potential for adolescence and adulthood exposures to independently improve cognition, nor have they been linked with the rate of memory decline over time in older adults. We investigated whether adolescent musical instrument engagement and continued musical instrument engagement over the adult life course were separately associated with higher episodic memory, as well as rate of decline in a large longitudinal cohort. Methods Data were from a prospective cohort of high school graduates from 1957. High school music engagement (HSME) was ascertained through graduate yearbooks and assessed as membership in musical performance groups. A questionnaire was used to assess musical engagement through adulthood (MEA) at ages 35, 55, and 65. The episodic memory score was composed of immediate and delayed recall task scores, and was assessed when participants were aged approximately 65 and 72 years old among 5,718 individuals. Linear mixed models were used to assess the association between music, and memory performance and decline over time. Results Of high school graduates who participated in the study, 38.1% played music in high school, and 21.1% played music in adulthood. While musical engagement was more common in those who played in childhood, 40% of those who played continuously as an adult did not play in high school. High HSME (B = 0.348, p = 0.049) and continuous MEA (B = 0.424, p = 0.012) were associated with higher memory scores at age 65 after covariate adjustment. When examining memory decline, the benefits of high HSME decreased over time (B = -0.435, p = 0.048), while the rate of decline did not differ between MEA groups. Exploratory models revealed differential benefits for HSME and immediate recall, and MEA and delayed recall. Conclusion This study provides further evidence that musical engagement in childhood or adulthood is associated with non-musical cognitive reserve. These two exposures may act differentially in different domains of episodic memory. Further work is needed to determine the relationship between musicianship and the rate of cognitive decline.

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“…Conversely, AV decrement-but not EV-is reduced by acute caffeine intake (Sanchís et al, 2020) and increased with fatigue across 8 hr of testing (Feltmate et al, 2019). Furthermore, the ANTI-Vea has been used to study individual differences related to musical (Román-Caballero et al, 2020) or sport (Huertas et al, 2019) practice as well as mindfulness and mind-wandering dispositions (Cásedas et al, 2020).…”

Section: Measuring Vigilance In Adhd: a Novel Ant Versionmentioning

confidence: 99%

Attentional networks, vigilance, and distraction as a function of ADHD symptoms

Coll-Martín¹,

Carretero‐Dios²,

Lupiáñez³

2020

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Attentional difficulties are a core axis in attention-deficit/hyperactivity disorder (ADHD). However, establishing a consistent and detailed pattern of these neurocognitive alterations has not been an easy endeavor. The present study aimed at thoroughly characterizing three key attentional domains, namely, the three attentional networks (alerting, orienting, and executive attention), two components of vigilance (executive and arousal vigilance), and distraction. To do so, we modified a single, fine-grained task (the ANTI-Vea) by adding irrelevant distractors. One hundred and twenty undergraduates completed three questionnaires of ADHD symptoms in childhood and adulthood and performed the ANTI-Vea. Despite the low reliability of some ANTI-Vea indexes, the task worked successfully. While ADHD symptoms in childhood were related to alerting network and arousal vigilance, ADHD in adulthood were linked to executive vigilance. No association between ADHD symptoms and executive attention and distraction was found. In general, our hypotheses about the relationships between ADHD symptoms and attentional processes, were supported only partially at most. We discuss our findings according to ADHD theories and attention measurement.

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Attentional networks functioning and vigilance in expert musicians and non-musicians

Cited by 44 publications

References 82 publications

Please don’t stop the music: A meta-analysis of the cognitive and academic benefits of instrumental musical training in childhood and adolescence

Please don’t stop the music: A meta-analysis of the cognitive and academic benefits of instrumental musical training in childhood and adolescence

Musical instrument engagement across the life course and episodic memory in late life: An analysis of 60 years of longitudinal data from the Wisconsin Longitudinal Study

Attentional networks, vigilance, and distraction as a function of ADHD symptoms

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