Promises of formal and informal musical activities in advancing neurocognitive development throughout childhood
Promises of formal and informal musical activities in advancing neurocognitive development throughout childhood
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正式和非正式的音乐活动在促进整个童年时期的神经认知发展方面的承诺
DOI：
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发表时间：
2015
影响因子：
5.2
通讯作者：
M. Huotilainen
中科院分区：
文献类型：
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作者：
V. Putkinen;M. Tervaniemi;K. Saarikivi;M. Huotilainen
与非音乐家相比，成年音乐家表现出更好的神经声音辨别能力。然而，目前尚不清楚这些群体差异是否反映了寻求音乐训练的个人的经验或先前存在的神经增强的影响。跟踪受过音乐训练和未受过训练的儿童的大脑功能是如何随着时间的推移而成熟的，可以为这个问题提供线索。在这里，我们回顾了我们最近的纵向事件相关电位(ERP)研究，这些研究考察了正式的音乐训练和非正式的音乐活动如何影响与声音辨别和听觉注意相关的大脑反应的成熟。这些研究发现，受过音乐训练的学龄儿童和参加音乐游戏学校的学龄前儿童比他们的对照组同龄人表现出更快的神经声音辨别成熟。重要的是，我们没有发现训练组存在差异的证据。在一项相关的横断面研究中，我们发现在受过音乐训练的学龄儿童和青少年中，事件相关电位和行为证据表明，执行功能和对听觉新奇加工的控制都有所改善。综上所述，这些研究为正规音乐训练和非正规音乐活动在形成重要的神经听觉技能发展中的因果作用提供了证据，并提出了具有领域一般性影响的迁移效应。
Adult musicians show superior neural sound discrimination when compared to nonmusicians. However, it is unclear whether these group differences reflect the effects of experience or preexisting neural enhancement in individuals who seek out musical training. Tracking how brain function matures over time in musically trained and nontrained children can shed light on this issue. Here, we review our recent longitudinal event‐related potential (ERP) studies that examine how formal musical training and less formal musical activities influence the maturation of brain responses related to sound discrimination and auditory attention. These studies found that musically trained school‐aged children and preschool‐aged children attending a musical playschool show more rapid maturation of neural sound discrimination than their control peers. Importantly, we found no evidence for pretraining group differences. In a related cross‐sectional study, we found ERP and behavioral evidence for improved executive functions and control over auditory novelty processing in musically trained school‐aged children and adolescents. Taken together, these studies provide evidence for the causal role of formal musical training and less formal musical activities in shaping the development of important neural auditory skills and suggest transfer effects with domain‐general implications.
影响因子：
3.7
作者：
Nikjeh, Dee A.;Lister, Jennifer J.;Frisch, Stefan A.
通讯作者：
Frisch, Stefan A.