Cognitive Effects of Music and Dance Training in Children: A Randomized Controlled Trial
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 75
- 主要终点
- Change in quantity-identity task switching
研究概览
简要总结
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.
详细描述
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
- Dance intervention group
- 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).
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Basic Science
- 盲法
- Triple (Participant, Care Provider, Outcomes Assessor)
盲法说明
Although the type of intervention provided was explicit (dance or music), participants, intervention providers, and outcomes assessors were not aware of the study hypotheses or predicted effects for each intervention. Hence they did not know whether they were in a treatment or control group.
入排标准
- 年龄范围
- 6 Years 至 9 Years（Child）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Monolingual
排除标准
- •Developmental delays or learning disabilities
- •Previous arts training (in dance, drama, or music)
结局指标
主要结局
Change in quantity-identity task switching
时间窗: Before and after intervention (3 weeks gap)
quantity-identity task (Cepeda, Cepeda, \& Kramer, 2000)
Change in interference control on flanker
时间窗: Before and after intervention (3 weeks gap)
Flanker task (Bunge, Dudukovic, Thomason, Vaidya, \& Gabriela, 2002)
Change in interference control on Stroop
时间窗: Before and after intervention (3 weeks gap)
Stroop task (Cepeda, Blackwell, \& Munakata, 2013)
Change in visuospatial working memory
时间窗: Before and after intervention (3 weeks gap)
Self-ordered pointing task (Cragg \& Nation, 2007)
Change in verbal working memory
时间窗: Before and after intervention (3 weeks gap)
Digit span (Weschler, 2008)
Change in color-shape task switching
时间窗: Before and after intervention (3 weeks gap)
color-shape task (Wiseheart, Viswanathan, \& Bialystok, 2015)
次要结局
- 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))
研究者
Melody Wiseheart
Associate Professor
York University