The Effect of Music Intervention on Attention in Children: Experimental Evidence
Kasuya-Ueba Y, Zhao S, Toichi M
Frontiers in neuroscience · 11 citas
Cómo se estudió
- Diseño
- Ensayo clínico controlado (clasificado por nuestro filtro de IA)
- Estudiado en
- Personas
- Resultado principal
- Marcadores de salud y funcionamiento
Quién lo pagó
- Financiación
- Financiación independiente
- Universidad u hospital
- Colorado State University
- Gobierno
- Japan Society for the Promotion of Science
- Subvenciones
- Japan Society for the Promotion of Science (20K11253); Japan Society for the Promotion of Science (24700573)
Según 2 financiadores declarados y la declaración de financiación del texto completo.
Publicación
- Publicado
- 2020-07-24 · Front Neurosci · vol. 14 · pág. 757
- Editorial
- Frontiers Media
- Citado
- 43 citas · más que el 75% de estudios similares · 1.1× el promedio de su campo
- Referencias
- 85 trabajos
- Acceso
- Acceso abierto (revista) · CC-BY
- Áreas de investigación
- Neuroscience and Music Perception · Music Therapy and Health · Cognitive and developmental aspects of mathematical skills
- Palabras clave
- Psychological intervention, Intervention (counseling), Cognition, Psychology, Video game, Music therapy, Developmental psychology, Test (biology), Cognitive psychology, Multimedia, Psychotherapist, Computer science, Psychiatry
3 autores
- Yuka Kasuya-Ueba🇯🇵 · autor de correspondenciaKyoto University
- Shuo Zhao🇨🇳 · autor de correspondenciaShenzhen University; Institute of Psychology, Chinese Academy of Sciences
- Motomi Toichi🇯🇵Kyoto University
Resumen
El texto original del estudio, en el idioma en que se publicó.
Although music has been utilized as a therapeutic tool for children with cognitive impairments, how it improves children's cognitive function remains poorly understood. As a first step toward understanding music's effectiveness and as a means of assessing cognitive function improvement, we focused on attention, which plays an important role in cognitive development, and examined the effect of a music intervention on children's attention. Thirty-five children, aged 6 to 9 years, participated in this study, with data from 29 of the children being included in the analysis. A single 30-minute interactive music intervention was compared with a single 30-minute interactive video game intervention accompanied by computer-generated background music using a within-subjects repeated-measures design. Each intervention was implemented individually. Participants completed a standardized attention assessment, the Test of Everyday Attention for Children, before and after both interventions to assess changes in their attentional skills. The results indicated significant improvement in attention control/switching following the music intervention after controlling for the children's intellectual abilities, while no such changes were observed following the video game intervention. This study provides the first evidence that music interventions may be more effective than video game interventions to improve attention control in children, and furthers our understanding of the importance of music interventions for children with attention control problems.
Resumen vía Europe PMC. Los derechos de autor siguen siendo de los autores o la editorial (CC BY).
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