Cognitive Effects of Music and Dance Training in Children: A Randomized Controlled Trial
Overview
- Phase
- Not Applicable
- Intervention
- Not specified
- Conditions
- Cognitive Change
- Sponsor
- York University
- Enrollment
- 75
- Primary Endpoint
- Change in quantity-identity task switching
- Status
- Completed
- Last Updated
- 8 years ago
Overview
Brief Summary
The study used a randomized controlled trial to test the efficacy of two interventions (dance and musical training) for typically developing children. Interventions were run for three weeks in local community locations. Participants were tested before and after the intervention on a battery of cognitive and behavioural measures. They were compared across groups, and to a control group who do not receive the intervention.
The purpose of the current study was to assess the influence of dance and musical training on cognitive development. Research has indicated that musical training is associated with improve cognitive functioning, although the direction of such an association is unclear. Further, it is uncertain whether any benefits are specific to musical training or can also be demonstrated with other training activities. The current study used a randomized controlled trial to assess the causal effects of dance and musical training.
Detailed Description
Participants Monolingual children aged between six and nine years old were recruited from two local communities in Ontario, Canada. Children with developmental delays, learning disabilities, or previous arts training were excluded from the study. Participants were randomly allocated to one of two groups 1. Dance intervention group 2. Music intervention group To establish baseline performance levels and have a comparison, a passive control group was collected from the same towns using the same exclusion criteria. Data analysis Difference scores were calculated for each measure by subtracting each participant's second testing session data from the first. When appropriate, iterative trimming with a 3 SD cutoff was used, by subject and by condition, to remove outliers. Results for each measure were analyzed using one-way ANOVAs (analysis of variance) for the between-subjects factor of training group (music, dance, or control).
Investigators
Melody Wiseheart
Associate Professor
York University
Eligibility Criteria
Inclusion Criteria
- •Monolingual
Exclusion Criteria
- •Developmental delays or learning disabilities
- •Previous arts training (in dance, drama, or music)
Outcomes
Primary Outcomes
Change in quantity-identity task switching
Time Frame: Before and after intervention (3 weeks gap)
quantity-identity task (Cepeda, Cepeda, \& Kramer, 2000)
Change in interference control on flanker
Time Frame: Before and after intervention (3 weeks gap)
Flanker task (Bunge, Dudukovic, Thomason, Vaidya, \& Gabriela, 2002)
Change in interference control on Stroop
Time Frame: Before and after intervention (3 weeks gap)
Stroop task (Cepeda, Blackwell, \& Munakata, 2013)
Change in visuospatial working memory
Time Frame: Before and after intervention (3 weeks gap)
Self-ordered pointing task (Cragg \& Nation, 2007)
Change in verbal working memory
Time Frame: Before and after intervention (3 weeks gap)
Digit span (Weschler, 2008)
Change in color-shape task switching
Time Frame: Before and after intervention (3 weeks gap)
color-shape task (Wiseheart, Viswanathan, \& Bialystok, 2015)
Secondary Outcomes
- Change in Receptive vocabulary(Before and after intervention (3 weeks gap))
- Change in Non-verbal intelligence(Before and after intervention (3 weeks gap))
- Change in processing speed using symbol copy(Before and after intervention (3 weeks gap))
- Change in processing speed using box completion(Before and after intervention (3 weeks gap))
- Change in processing speed using digit symbol(Before and after intervention (3 weeks gap))