Comparing the Effects of Rhythm-Based Music Training and Pitch-Based Music Training on Executive Functions in Preschoolers

Abstract

Previous research has indicated the beneficial effects of music training on executive functions (EFs) in children. However, researchers have not clearly determined which component of music training produces these beneficial effects or whether different components exert different effects on EFs. In the present study, we examined the impact of rhythm-based music training compared to pitch-based music training and sports training as a control on EFs in preschoolers. Children aged between 5 and 6 years ( N = 76) were randomly assigned to one of the three training groups and received training in small groups three times a week for 20 min in German kindergartens. Before and after training, children completed tests designed to assess inhibition, set-shifting, and visuospatial working memory. Parental education, family income, personality, and IQ served as control variables. We observed a significant training group × time interaction for the measure of inhibition. Children from the rhythm group exhibited significant improvements in inhibition from pre- to post-tests ( d RM = 0.56), whereas children from the other groups did not. Furthermore, children from the rhythm group significantly differed from the sports control group at post-test ( d corr = 0.82). Concerning the measures of set-shifting and visuospatial working memory, the descriptive data revealed similar results; however, we did not observe significant training group × time interactions. Based on our findings, rhythm-based music training specifically enhances inhibition in preschoolers and might affect other EFs, such as set-shifting and visuospatial working memory.

Music Training, and the Ability of Musicians to Harmonize, Are Associated With Enhanced Planning and Problem-Solving

“…Another group tested whether pitch-based or rhythm-based music training would lead to differential outcomes in pre-school children. In line with previous findings, the authors reported that those in the rhythm group outperformed the pitch group and non-musical controls on measures of inhibitory control (Frischen et al, 2019). These reports suggest that rhythmic ability is more selectively related to inhibitory control than to working memory or cognitive flexibility.…”

“…Discrepant outcomes may also be due in part to differences in the tasks used to measure executive function (George and Coch, 2011). In addition, recent evidence indicates that rhythm training is selectively associated with inhibitory control (Slater et al, 2017(Slater et al, , 2018Frischen et al, 2019), suggesting that specific elements of musical training are related to specific cognitive outcomes. In the current study, musically experienced participants were recruited from harmony courses and it is possible that musically trained individuals with strong planning and problem solving abilities self-select for further harmony training.…”

Music Lessons and Cognitive Abilities in Children: How Far Transfer Could Be Possible

“…Hence, preexisting differences cannot fully explain how music lessons promote cognitive abilities. Furthermore, they fail to explain the findings of a small number of convincing and comprehensive experimental studies that have reported small but significant effects of music lessons on IQ (Schellenberg, 2004 ), inhibition (Moreno et al, 2011 ; Bugos and DeMarie, 2017 ; Frischen et al, 2019 ), or phonological awareness (Degé and Schwarzer, 2011 ).…”

“…Indeed, several studies reported an effect of music lessons on cognitive abilities in children (Schellenberg, 2004 ; Moreno et al, 2011 ; Bugos and DeMarie, 2017 ; Frischen et al, 2019 ). These beneficial (side) effects of music lessons were small with respect to effect sizes, but long-lasting (Schellenberg, 2006b ) and music specific, as control groups receiving sports training (Degé and Schwarzer, 2011 ), painting lessons (Moreno et al, 2009 ), or drama lessons (Schellenberg, 2004 ) did not show them.…”

La Música como promotora de habilidades fonológicas: un estudio exploratorio con niños preescolares uruguayos

“…Los análisis mostraron que la tasa de palabras leídas correctamente por minuto por los niños del GE fue superior a los sujetos del GC. Estos resultados son consistentes con la amplia literatura que sostiene que la CF es un precursor clave para la adquisición de la lectura, en lenguas que cuentan con un sistema alfabético (Alegría, 2006;Bravo et al, 2011;Caravolas et al, 2012;Castles et al, 2018;Defior, 2014;Dehaene, 2017;Melby-Lervag et al, 2012;Morais, 2016) Ahora bien, es necesario y relevante profundizar en la influencia que pudo haber tenido el entrenamiento musical en la atención y concentración, así como en el funcionamiento ejecutivo de los niños (Degé, Kubicek, & Schwarzer, 2011;Frischen, Schwarzer, & Degé, 2019;Kraus & Chandrasekaran 2010;Moreno et al, 2011). Dada las características de las actividades del programa, y las demandas del tipo de actividades musicales empleadas, es necesario indagar en los efectos del entrenamiento en la memoria de trabajo, control inhibitorio, flexibilidad cognitiva, concentración y atención de los niños, lo que pudo haber facilitado la resolución de las tareas fonológicas de mayor demanda y complejidad (Thomas, 2016).…”