Differences in updating processes between musicians and non-musicians from late childhood to adolescence

Herrero, Laura; Carriedo, Núria

doi:10.1016/j.lindif.2017.12.006

Cited by 12 publications

(17 citation statements)

References 83 publications

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“…Musicians outperformed non-musicians in immediate free recall and recognition and in deferred recognition. A plausible explanation for the better performance of musicians is that there are structural and functional brain differences between musicians and non-musicians (Zatorre, 1998; Gaser and Schlaug, 2003; Lotze et al., 2003; Bermúdez and Zatorre, 2005; Zatorre et al., 2007; Justel and Diaz Abrahan, 2012; Barrett et al., 2013; Strait and Kraus, 2014; Schlaug, 2015; Herrero and Carriedo, 2018; Li et al., 2018). Becoming a skilled musician requires extensive training, and the type of learning involved entails the development of several abilities (e.g., perception, cognitive control, memory, motor skills, among others).…”

Section: Discussionmentioning

confidence: 99%

“…At the same time, the structural differences are accompanied by functional and behavioral divergences in several domains (Herrero and Carriedo, 2018). Depending on the extent of the effect of musical training, the near transfer label is used when the cognitive functions affected by training are those related closely with music, such as the recognition of melodic contour or intervallic sequences (Fujioka et al., 2004).…”

Section: Discussionmentioning

confidence: 99%

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Cognitive Benefits From a Musical Activity in Older Adults

2019

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The aging population is growing rapidly. Proposing interventions that enhance the cognitive functions or strategies that delay the onset of disabilities associated with age is a topic of capital interest for the biopsychosocial health of our species. In this work, we employed musical improvisation as a focal environmental activity to explore its ability to improve memory in older adults. We present two studies: the first one evaluated neutral memory using the Rey Complex Figure (RCF) and the second one evaluated emotional memory using International Affective Picture System (IAPS). A group of 132 volunteers, between the ages of 60 and 90, participated in this investigation. Fifty-one of them were musicians with more than 5 years of formal musical training. After acquisition of neutral (Study 1) or emotional (Study 2) information, the groups of older adults were exposed to music improvisation (experimental intervention) or music imitation (control intervention) for 3 min. We then evaluated memory through two tasks (free recall and recognition), by means of immediate and deferred measures (after a week). We found a significant improvement in memory among participants involved in music improvisation, who remembered more items of the RCF and images from IAPS than the imitation group, both in the immediate and deferred evaluation. On the other hand, participants who had musical knowledge had a better performance in neutral visual memory than non-musicians. Our results suggest that a focal musical activity can be a useful intervention in older adults to promote an enhancement in memory.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Cognitive Benefits From a Musical Activity in Older Adults

2019

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“…This task was used in previous research as part of a larger project. For a complete description of the stimulus see Carriedo et al (2016), and Herrero and Carriedo (2018).…”

Section: Methodsmentioning

confidence: 99%

“…The presentation order of the stimulus and the items was randomized. E-Prime software, version 2.0 (Psychology Software Tools Inc. 2 ), was used for randomization and time control (see Carriedo et al, 2016; Herrero and Carriedo, 2018).…”

Section: Methodsmentioning

confidence: 99%

The Contributions of Updating in Working Memory Sub-Processes for Sight-Reading Music Beyond Age and Practice Effects

Herrero

Carriedo

2019

Front. Psychol.

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Music sight reading (SR), has been described as a complex task which involves the simultaneous reading of new non-rehearsed material and performance. Although practice related skill have revealed as the most significant predictor of SR, working memory (WM) processes have shown its relevance in the study of individual differences in SR. We aimed to determine how the updating in WM sub-processes of retrieval/transformation and substitution, could differentially contribute to SR when the effects of age and practice were controlled, and according to the difficulty of the SR tasks and the different indexes of performance measured (SR error, tempo maintenance, rhythmic accuracy, pitch accuracy, articulation accuracy and expressiveness). 131 music students of different ages and levels of instrument knowledge participated in the study. The results showed that whereas the efficiency in the retrieval/transformation sub-processes contributed to SR regardless of the difficulty of the SR tasks, the substitution sub-process also contributed to performance at sight but only in low demanding SR tasks. The results also showed all the updating sub-processes were engaged in SR regarding the proportion of error and rhythmic accuracy. However, both expressiveness and tempo maintenance seemed to be uniquely driven by efficiency in the retrieval/transformation sub-processes, whereas articulation accuracy relied on the efficiency to suppress irrelevant information from WM.

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“…Al realizar una pequeña investigación en la documentación científica actual, es fácil encontrar estudios donde la investigación en psicología y neurociencia comienza a preguntarse qué ocurre con estos niños y adolescentes que estudian música (Habibi, Damasio, Ilari, Sachs y Damasio, 2018;Habibi y cols., 2017;Moreno y cols., 2008). Los resultados, en su mayor parte positivos, demuestran que la formación musical en niños de edad escolar se asocia con una mejora de habilidades verbales y razonamiento general (Herrero y Carriedo, 2018;Jaschke, Honing y Scherder, 2018;Roden, Kreutz y Bongard, 2012). También es cierto que la ciencia avanza despacio y aún es difícil saber a qué nivel se producen estos cambios y la causa de los mismos (Miendlarzewska y cols., 2014).…”

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Influencia de la formación musical en el rendimiento académico: una revisión bibliográfica

2019

ANPSIC

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La formación musical ha generado un reciente interés en el campo de la educación y la psicología con el aumento de la investigación desde la neurociencia, la cual demuestra sus efectos positivos en el desarrollo tanto a nivel cognitivo como de rendimiento académico. El objetivo de esta revisión es conocer los procesos cognitivos que explican la relación entre la formación musical y el rendimiento académico. Para ello, sintetizamos un conjunto de estudios mediante un procedimiento estructurado en tres pasos: búsqueda inicial, sistemática y manual. Los resultados muestran cómo los alumnos con formación musical presentan mejor memoria verbal, funciones ejecutivas, atención selectiva y plasticidad cerebral. Estos datos sugieren que el entrenamiento musical durante el período escolar puede favorecer el rendimiento académico. El grado de estos cambios parece ser precedido por las diferencias individuales preexistentes en los alumnos, así como en el tiempo de entrenamiento, entre otros factores. Concluimos que la formación musical produce efectos positivos directos sobre la diferenciación neuroanatómica, habilidades cognitivas y, a su vez, un aumento del logro y rendimiento académico.

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Differences in updating processes between musicians and non-musicians from late childhood to adolescence

Cited by 12 publications

References 83 publications

Cognitive Benefits From a Musical Activity in Older Adults

Cognitive Benefits From a Musical Activity in Older Adults

The Contributions of Updating in Working Memory Sub-Processes for Sight-Reading Music Beyond Age and Practice Effects

Influencia de la formación musical en el rendimiento académico: una revisión bibliográfica

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