Assessing a cognitive music training for older participants: a randomised controlled trial

Biasutti, Michele; Mangiacotti, Anthony

doi:10.1002/gps.4721

Cited by 56 publications

(56 citation statements)

References 35 publications

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“…Specifically, improvement in cognitive flexibility and attention were found after participating in the intervention program. Comparable effects were found in a study by Biasutti and Mangiacotti (2018). They did a broad test of EF effects of a simple music improvisation intervention (described as imitation-based vocal and rhythm tasks without mention of multi-tasking or set-shifting) for older adults with cognitive impairments.…”

Section: Theoretical Frameworkmentioning

confidence: 82%

The Demands of Performance Generating Systems on Executive Functions: Effects and Mediating Processes

2020

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Performance generating systems (PGS) are rule-and task-based approaches to improvisation on stage in theater, dance, and music. These systems require performers to draw on predefined source materials (texts, scores, memories) while working on complex tasks within limiting rules. An interdisciplinary research team at a large Western Canadian University hypothesized that learning to sustain this praxis over the duration of a performance places high demands on executive functions; demands that may improve the performers' executive abilities. These performers need to continuously shift attention while remaining responsive to embodied and environmental stimuli in the present, they are required to inhibit automated responses and impulses using the rules of the system, and they strive toward addressing multitasking challenges with fluidity and flexibility. This study set out to test the mentioned hypothesis deductively and identify mediating processes inductively, using mixed empirical methods. In a small sample experiment with a control group (28 participants; 15 in intervention group, 13 in control group), standardized quantitative tests of executive functions (D-KEFS) were administered before and after an 8-week intervention. Participantreported qualitative observations from the praxis were also collected throughout the intervention for grounded analysis. Within the limitations of small sample data, we found both statistically significant and trending effects on inhibition, problem-solving initiation, fluidity, and cognitive flexibility. Examining the mediating process, we found that participants experienced significant challenges sustaining the practice halfway through the intervention. The participant-reported solutions to these challenges, which emerged as the strongest behavioral patterns when coding the qualitative data to saturation, were strategies of problem-solving and of redirecting attention. These strategies support and advance our understanding of the effects measured in the standardized tests. In terms of application, our results identify characteristics of PGS that could potentially maintain and strengthen executive functions over and above less demanding performing arts interventions. The results also deliver new insight into how PGS works, which may contribute to the development and teaching of this artistic practice.

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Section: Theoretical Frameworkmentioning

confidence: 82%

The Demands of Performance Generating Systems on Executive Functions: Effects and Mediating Processes

2020

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“…Improvisation activates several cognitive processes and enhances the coordination of complex abilities. In addition, improvisation is also used as a rehabilitation technique on executive functions in older participants (Biasutti and Mangiacotti, 2017) and in psychiatry (Degli Stefani and Biasutti, 2016). …”

Section: Educational Benefits Of Improvisationmentioning

confidence: 99%

Teaching Improvisation through Processes. Applications in Music Education and Implications for General Education

Biasutti

2017

Front. Psychol.

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Improvisation is an articulated multidimensional activity based on an extemporaneous creative performance. Practicing improvisation, participants expand sophisticated skills such as sensory and perceptual encoding, memory storage and recall, motor control, and performance monitoring. Improvisation abilities have been developed following several methodologies mainly with a product-oriented perspective. A model framed under the socio-cultural theory of learning for designing didactic activities on processes instead of outcomes is presented in the current paper. The challenge is to overcome the mere instructional dimension of some practices of teaching improvisation by designing activities that stimulate self-regulated learning strategies in the students. In the article the present thesis is declined in three ways, concerning the following three possible areas of application: (1) high-level musical learning, (2) musical pedagogy with children, (3) general pedagogy. The applications in the music field focusing mainly on an expert's use of improvisation are discussed. The last section considers how these ideas should transcend music studies, presenting the benefits and the implications of improvisation activities for general learning. Moreover, the application of music education to the following cognitive processes are discussed: anticipation, use of repertoire, emotive communication, feedback and flow. These characteristics could be used to outline a pedagogical method for teaching music improvisation based on the development of reflection, reasoning, and meta-cognition.

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“…Seinfeld and colleagues also show significant improvements in cognitive measures (one of these being the Trail Making Test part A) for a group of older adults involved in piano training programs as compared to other leisure activities (e.g., exercise or painting) (Seinfeld et al, 2013). A recent study using voice and percussion in rhythmic and improvization exercises (Biasutti and Mangiacotti, 2018) supports the hypothesis that older adults' general cognitive skills are improved in comparison to those completing a non-musical control activity (exercise). Here, the experimental group showed significant improvements in the Mini-Mental State Examination, and a trend for improvements in the Trail Making Test Part A while the control group's performance remained stable.…”

Section: Introductionmentioning

confidence: 98%

Cognitive, Motor and Social Factors of Music Instrument Training Programs for Older Adults’ Improved Wellbeing

et al. 2020

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Assessing a cognitive music training for older participants: a randomised controlled trial

Cited by 56 publications

References 35 publications

The Demands of Performance Generating Systems on Executive Functions: Effects and Mediating Processes

The Demands of Performance Generating Systems on Executive Functions: Effects and Mediating Processes

Teaching Improvisation through Processes. Applications in Music Education and Implications for General Education

Cognitive, Motor and Social Factors of Music Instrument Training Programs for Older Adults’ Improved Wellbeing

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