Rhythm Workers

Bégel, Valentin; Seilles, Antoine; Bella, Simone Dalla

doi:10.1177/2059204318794369

Cited by 26 publications

(21 citation statements)

References 81 publications

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“…Therefore, rhythm-based musical interventions could potentially improve phonological awareness and reading readiness in children at risk of developmental language disorders such as dyslexia (Overy, 2000, 2003; Goswami, 2011) or those being schooled in a new language. Such forms of rhythmic training can potentially take advantage of mobile technology and be developed into games or applications on portable devices, e.g., tablets or smartphones (Bégel et al, 2017b, 2018). In an age of rapid technological advance this can constitute a pleasant and highly motivating means for children to engage with interventions with promising potential for language development.…”

Section: Resultsmentioning

confidence: 99%

Born to Speak and Sing: Musical Predictors of Language Development in Pre-schoolers

et al. 2019

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The relationship between musical and linguistic skills has received particular attention in infants and school-aged children. However, very little is known about pre-schoolers. This leaves a gap in our understanding of the concurrent development of these skills during development. Moreover, attention has been focused on the effects of formal musical training, while neglecting the influence of informal musical activities at home. To address these gaps, in Study 1, 3- and 4-year-old children ( n = 40) performed novel musical tasks (perception and production) adapted for young children in order to examine the link between musical skills and the development of key language capacities, namely grammar and phonological awareness. In Study 2, we investigated the influence of informal musical experience at home on musical and linguistic skills of young pre-schoolers, using the same evaluation tools. We found systematic associations between distinct musical and linguistic skills. Rhythm perception and production were the best predictors of phonological awareness, while melody perception was the best predictor of grammar acquisition, a novel association not previously observed in developmental research. These associations could not be explained by variability in general cognitive functioning, such as verbal memory and non-verbal abilities. Thus, selective music-related auditory and motor skills are likely to underpin different aspects of language development and can be dissociated in pre-schoolers. We also found that informal musical experience at home contributes to the development of grammar. An effect of musical skills on both phonological awareness and language grammar is mediated by home musical experience. These findings pave the way for the development of dedicated musical activities for pre-schoolers to support specific areas of language development.

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Section: Resultsmentioning

confidence: 99%

Born to Speak and Sing: Musical Predictors of Language Development in Pre-schoolers

et al. 2019

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“…In case of positive effects, one can imagine that innovative methods based on mobile technologies (e.g., home-based training of rhythmic skills using a dedicated app on a tablet device, e.g., refs. 33,34 ) would be a valuable complement to traditional therapeutic approaches.…”

Section: Discussionmentioning

confidence: 99%

Heightened orofacial, manual, and gait variability in Parkinson’s disease results from a general rhythmic impairment

Puyjarinet¹,

Bégel²,

Gény³

et al. 2019

npj Parkinsons Dis.

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Individuals with Parkinson’s disease (PD) experience rhythm disorders in a number of motor tasks, such as (i) oral diadochokinesis, (ii) finger tapping, and (iii) gait. These common motor deficits may be signs of “general dysrhythmia”, a central disorder spanning across effectors and tasks, and potentially sharing the same neural substrate. However, to date, little is known about the relationship between rhythm impairments across domains and effectors. To test this hypothesis, we assessed whether rhythmic disturbances in three different domains (i.e., orofacial, manual, and gait) can be related in PD. Moreover, we investigated whether rhythmic motor performance across these domains can be predicted by rhythm perception, a measure of central rhythmic processing not confounded with motor output. Twenty-two PD patients (mean age: 69.5 ± 5.44) participated in the study. They underwent neurological and neuropsychological assessments, and they performed three rhythmic motor tasks. For oral diadochokinesia, participants had to repeatedly produce a trisyllable pseudoword. For gait, they walked along a computerized walkway. For the manual task, patients had to repeatedly produce finger taps. The first two rhythmic motor tasks were unpaced, and the manual tapping task was performed both without a pacing stimulus and musically paced. Rhythm perception was also tested. We observed that rhythmic variability of motor performances (inter-syllable, inter-tap, and inter-stride time error) was related between the three functions. Moreover, rhythmic performance was predicted by rhythm perception abilities, as demonstrated with a logistic regression model. Hence, rhythm impairments in different motor domains are found to be related in PD and may be underpinned by a common impaired central rhythm mechanism, revealed by a deficit in rhythm perception. These results may provide a novel perspective on how interpret the effects of rhythm-based interventions in PD, within and across motor domains.

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“…"Serious" games use evidence-based testing to isolate the mechanisms responsible for rehabilitation or cognitive strengthening. Only a few "serious" games have been tested so far with a clinical goal, showing effectiveness in Parkinson's, dementia, ADHD, dyslexia, autism, and stuttering (see Bégel et al, 2018;Johnston et al, 2019;Pasqualotto et al, 2021;Srinivasan et al, 2015Srinivasan et al, , 2016. (Karbach et al, 2017;Katz et al, 2016).…”

Section: Using Technological Approachesmentioning

confidence: 99%

Does Music Training Improve Inhibition Control in Children? A Systematic Review and Meta-Analysis

Jamey

Foster

Hyde

et al. 2023

Preprint

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Inhibition control is an essential executive function and the cornerstone of important skills during children's development, like self-regulation and the development of social and language abilities. Better inhibition control is associated with higher academic achievement (e.g., reasoning skills, mathematics, and science). Music training requires inhibition control when learning new motor skills of an instrument, synchronized group training, monitoring performance, and auditory stream prioritization. This meta-analysis examined for the first time whether music-based training improves inhibition control in children. A rigorous search of the literature from 1980 to 2022 yielded 2182 records (N = 1528). Twenty studies had longitudinal designs, of which eight were randomized-clinical trials (RCTs) with an active control condition. Inhibition control measures included the flanker, go/no-go, and Stroop tests or similar preschool adaptations. A random-effects meta-analysis of these studies showed a moderate-to-large effect size for improvement in inhibition control after music training compared to control programs in the eight RCTs (SMD = 0.63, CI = 0.41 to 0.85, p < .0001). The full set of twenty longitudinal studies that included quasi-experimental designs and passive control groups showed a small-to-moderate effect size (SMD = 0.36, CI = 0.21 to 0.50, p < .0001). These findings highlight that music training, probably owing to its time-bound multisensory and multimodal demands fostering brain plasticity, plays a privileged role in improving executive functioning in children, especially inhibition control. We recommend further validation of music training to complement education and as a therapeutic tool for clinical populations with inhibition control difficulties (e.g., Autism, ADHD).

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Rhythm Workers

Cited by 26 publications

References 81 publications

Born to Speak and Sing: Musical Predictors of Language Development in Pre-schoolers

Born to Speak and Sing: Musical Predictors of Language Development in Pre-schoolers

Heightened orofacial, manual, and gait variability in Parkinson’s disease results from a general rhythmic impairment

Does Music Training Improve Inhibition Control in Children? A Systematic Review and Meta-Analysis

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