“Tuning in” the Developing Brain: Neurocognitive Effects of Ensemble Music Training on Children
International Journal of Literature and Arts
Volume 2, Issue 6, November 2014, Pages: 224-229
Received: Oct. 21, 2014;
Accepted: Oct. 31, 2014;
Published: Nov. 10, 2014
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Kylie Schibli, Carleton University, Department of Neuroscience, Ottawa, Canada
Amedeo D’Angiulli, Carleton University, Department of Neuroscience & Institute of Interdisciplinary Studies, Ottawa, Canada
The ability to self-regulate has been associated with school-readiness and academic achievement. Research has indicated that young children receiving music instruction perform significantly better on self-regulation tasks. The current study assessed the cognitive neurocorrelates of executive attention using event-related potentials (ERPs) as children between the ages of 9-12 years with and without training in a social music program, OrKidstra, completed an auditory Go/NoGo task involving pure tones at 1100Hz and 2000Hz. Preliminary findings indicate that participating in the OrKidstra program decreases children’s reaction times to Go stimuli at 2000Hz and increases the early brain’s response to this tone within individuals (2000Hz vs. 1100Hz in the same children) and between groups (OrKidstra children vs. comparison children). Children also completed the Peabody Picture Vocabulary Test, Fourth Edition (PPVT-IV) to allow us to determine the influence of music learning on verbal comprehension. Family demographics and wellbeing were collected through questionnaires completed by the child’s guardian. Findings from our research may have implications for music training interventions and music training implementation in the school setting, especially as applied to socioeconomically disadvantaged children.
“Tuning in” the Developing Brain: Neurocognitive Effects of Ensemble Music Training on Children, International Journal of Literature and Arts.
Vol. 2, No. 6,
2014, pp. 224-229.
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