The impact of music training on inhibition control, phonological processing, and motor skills in kindergarteners: a randomized control trial

Bolduc, Jonathan; Gosselin, Nathalie; Chevrette, Tommy; Peretz, Isabelle

doi:10.1080/03004430.2020.1781841

Cited by 28 publications

(33 citation statements)

References 19 publications

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“…This research work revealed that children who took regular extra music classes had a higher level of inhibitory control. This outcome is consistent with the majority of the results of correlation studies and interventional studies that demonstrated that music classes, indeed, improved children's inhibitory control [13,[17][18][19][20]23,29]. With this being said, there are a few experimental works that did not register any influence of music classes on this parameter [30,31].…”

Section: Inhibitory Controlsupporting

confidence: 88%

“…The majority of the research using the three-component EF model by A. Miyake indicates that music classes are related to the development of such parameter as inhibitory control [13,[17][18][19][20][21][22][23]. Moreover, even time-limited music classes already contribute to the development of this EF component.…”

Section: Introductionmentioning

confidence: 99%

“…The post-test results of another study with an experimental design showed that the children who took music training had a significantly improved automatic response inhibition (NEPSY-II) [23]. The study involved 160 5-year-old children divided into two groups; one group took music classes, and the other developed physical abilities and motor functions by guided and free play.…”

Section: Introductionmentioning

confidence: 99%

“…Most of the reviewed studies show that music training can influence the development of EFs in preschool children. However, these studies focus on inhibitory control [23] and, in our opinion, there is a lack information about the influence of music training on other components of EFs (cognitive flexibility and working memory), and also coordination of the development of all EF components. This topic is not covered in Russian scientific literature, although the Russian preschool music education system may have its own unique features, and it would be interesting to analyze these features in terms of their influence on EF development.…”

Section: Introductionmentioning

confidence: 99%

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Difference in Executive Functions Development Level between Two Groups: Preschool Children Who Took Extra Music Classes in Art Schools and Children Who Took Only General Music and Dance Classes Offered by Preschools

et al. 2022

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Previous studies have shown that there is a positive correlation between attending music classes regularly and the development of executive functions. This paper discusses the results of a pilot study dedicated to determining the difference in the level of development of the components of executive functions (inhibitory control, cognitive flexibility, and working memory), between 5–6-year-old children taking extra music classes, and children who participated only in general music and dance education in kindergarten. A total of 94 senior preschoolers from Moscow kindergartens took part in the study. Children were selected into an “extra music lessons” group and a “general preschool music and dance lessons” group based on the results of a questionnaire on supplementary education, which was filled in by parents prior to the research starting. The respondents from the “extra music and dance lessons” group attended music classes in art schools at least two times a week, both in individual and group formats. The current study revealed that children attending regular extra music classes had a higher level of inhibitory control, audio–verbal working memory, cognitive flexibility, and general coordination of the development of all executive functions. The obtained results support the value of regular extra music classes at preschool age. Moreover, this pilot study allows us to articulate the recommendations for further research in this direction.

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Section: Inhibitory Controlsupporting

confidence: 88%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Difference in Executive Functions Development Level between Two Groups: Preschool Children Who Took Extra Music Classes in Art Schools and Children Who Took Only General Music and Dance Classes Offered by Preschools

et al. 2022

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“…Whereas [ 6 ] demonstrate positive evidence, [ 7 ] was not able to observe a relationship between the two constructs. Overall, some longitudinal and training studies with children have suggested that musical training might be the cause for improvements in children’s memory [ 8 , 9 ] and executive functions [ 10 , 11 , 12 , 13 , 14 ]. Finally, studies investigating neural correlates provide some evidence for an impact of musical training on brain activity, at least in children [ 15 ].…”

Section: Introductionmentioning

confidence: 99%

Music Modulates Cognitive Flexibility? An Investigation of the Benefits of Musical Training on Markers of Cognitive Flexibility

Gade

Schlemmer

2021

Brain Sciences

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Cognitive flexibility enables the rapid change in goals humans want to attain in everyday life as well as in professional contexts, e.g., as musicians. In the laboratory, cognitive flexibility is usually assessed using the task-switching paradigm. In this paradigm participants are given at least two classification tasks and are asked to switch between them based on valid cues or memorized task sequences. The mechanisms enabling cognitive flexibility are investigated through two empirical markers, namely switch costs and n-2 repetition costs. In this study, we assessed both effects in a pre-instructed task-sequence paradigm. Our aim was to assess the transfer of musical training to non-musical stimuli and tasks. To this end, we collected the data of 49 participants that differed in musical training assessed using the Goldsmiths Musical Sophistication Index. We found switch costs that were not significantly influenced by the degree of musical training. N-2 repetition costs were small for all levels of musical training and not significant. Musical training did not influence performance to a remarkable degree and did not affect markers of mechanisms underlying cognitive flexibility, adding to the discrepancies of findings on the impact of musical training in non-music-specific tasks.

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Exploring the role of singing, semantics, and amusia screening in speech-in-noise perception in musicians and non-musicians

Loutrari,

Alqadi,

Jiang

et al. 2023

Cogn Process

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Sentence repetition has been the focus of extensive psycholinguistic research. The notion that music training can bolster speech perception in adverse auditory conditions has been met with mixed results. In this work, we sought to gauge the effect of babble noise on immediate repetition of spoken and sung phrases of varying semantic content (expository, narrative, and anomalous), initially in 100 English-speaking monolinguals with and without music training. The two cohorts also completed some non-musical cognitive tests and the Montreal Battery of Evaluation of Amusia (MBEA). When disregarding MBEA results, musicians were found to significantly outperform non-musicians in terms of overall repetition accuracy. Sung targets were recalled significantly better than spoken ones across groups in the presence of babble noise. Sung expository targets were recalled better than spoken expository ones, and semantically anomalous content was recalled more poorly in noise. Rerunning the analysis after eliminating thirteen participants who were diagnosed with amusia showed no significant group differences. This suggests that the notion of enhanced speech perception—in noise or otherwise—in musicians needs to be evaluated with caution. Musicianship aside, this study showed for the first time that sung targets presented in babble noise seem to be recalled better than spoken ones. We discuss the present design and the methodological approach of screening for amusia as factors which may partially account for some of the mixed results in the field.

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The impact of music training on inhibition control, phonological processing, and motor skills in kindergarteners: a randomized control trial

Cited by 28 publications

References 19 publications

Difference in Executive Functions Development Level between Two Groups: Preschool Children Who Took Extra Music Classes in Art Schools and Children Who Took Only General Music and Dance Classes Offered by Preschools

Difference in Executive Functions Development Level between Two Groups: Preschool Children Who Took Extra Music Classes in Art Schools and Children Who Took Only General Music and Dance Classes Offered by Preschools

Music Modulates Cognitive Flexibility? An Investigation of the Benefits of Musical Training on Markers of Cognitive Flexibility

Exploring the role of singing, semantics, and amusia screening in speech-in-noise perception in musicians and non-musicians

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