Localized brain activation by selective tasks improves specific cognitive functions in humans

Chan, Agnes S.; Cheung, Mei-chun; Ho, Yim-Chi; He, Wu Jing

doi:10.1016/s0304-3940(00)00947-2

Cited by 4 publications

(3 citation statements)

References 15 publications

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“…Because it is commonly acknowledged that different brain areas are responsible for different major neuropsychological functions, the effect of music training on cognitive abilities should correspond to cortical areas that have been modified by such training. In line with this notion are the results of another study (Chan, Cheung, Ho, & He, 2000) that demonstrated that the engagement of participants in certain cognitive tasks selectively improves cognitive functions that are mediated by the regions that are supposed to be activated by the tasks. Specifically, participants who engage in tasks that activate the hippocampus perform better in memory tests than they do in motor tests, whereas those that activate the primary motor cortex show better motor but not memory function.…”

Section: Discussionmentioning

confidence: 61%

Music training improves verbal but not visual memory: Cross-sectional and longitudinal explorations in children.

Ho¹,

Cheung²,

Chan³

2003

Neuropsychology

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The hypothesis that music training can improve verbal memory was tested in children. The results showed that children with music training demonstrated better verbal but not visual memory than did their counterparts without such training. When these children were followed up after a year, those who had begun or continued music training demonstrated significant verbal memory improvement. Students who discontinued the training did not show any improvement. Contrary to the differences in verbal memory between the groups, their changes in visual memory were not significantly different. Consistent with previous findings for adults (A. S. Chan, Y. Ho, & M. Cheung, 1998), the results suggest that music training systematically affects memory processing in accordance with possible neuroanatomical modifications in the left temporal lobe.Decades of study have demonstrated that early experience in life affects brain structures and cognitive functions in both animals (e.g

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Section: Discussionmentioning

confidence: 61%

Music training improves verbal but not visual memory: Cross-sectional and longitudinal explorations in children.

Ho¹,

Cheung²,

Chan³

2003

Neuropsychology

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456

359

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“…The EEG data for this condition were regarded as the baseline for their EEG activity. During the verbal memory encoding phase, the participants were asked to memorize a list of 24 distinct two-character Chinese words [ 55 , 56 ], which were individually presented for 5 seconds each with an inter-stimulus interval of 5.5 seconds. The duration of the verbal memory encoding phase was approximately two minutes.…”

Section: Methodsmentioning

confidence: 99%

Music training is associated with cortical synchronization reflected in EEG coherence during verbal memory encoding

et al. 2017

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Music training can improve cognitive functions. Previous studies have shown that children and adults with music training demonstrate better verbal learning and memory performance than those without such training. Although prior studies have shown an association between music training and changes in the structural and functional organization of the brain, there is no concrete evidence of the underlying neural correlates of the verbal memory encoding phase involved in such enhanced memory performance. Therefore, we carried out an electroencephalography (EEG) study to investigate how music training was associated with brain activity during the verbal memory encoding phase. Sixty participants were recruited, 30 of whom had received music training for at least one year (the MT group) and 30 of whom had never received music training (the NMT group). The participants in the two groups were matched for age, education, gender distribution, and cognitive capability. Their verbal and visual memory functions were assessed using standardized neuropsychological tests and EEG was used to record their brain activity during the verbal memory encoding phase. Consistent with previous studies, the MT group demonstrated better verbal memory than the NMT group during both the learning and the delayed recall trials in the paper-and-pencil tests. The MT group also exhibited greater learning capacity during the learning trials. Compared with the NMT group, the MT group showed an increase in long-range left and right intrahemispheric EEG coherence in the theta frequency band during the verbal memory encoding phase. In addition, their event-related left intrahemispheric theta coherence was positively associated with subsequent verbal memory performance as measured by discrimination scores. These results suggest that music training may modulate the cortical synchronization of the neural networks involved in verbal memory formation.

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“…This finding, along with the fact that the left hemisphere has its most performance in problem-solving and analysis-oriented mental processes which are considered as results of reasoning (Gilman and Newman, 1996), leads us to this point that the improvement and facilitation of performance in the left hemisphere (through early education of music) increases the abilities due to this part of brain, including the mind's required components for reasoning (Chan et al, 2000). Therefore, learning music has a relationship with an increase in IQ (Stenberg, 2004).…”

Section: Discussionmentioning

confidence: 99%

The Effect of Music Therapy on Problem-Solving Skills

Jahedi¹,

Khoi²

2016

JSR

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The aim of the present research was study of the impact of music therapy on problem-solving skills of 4 to 6 years old children in Tehran. This research was a quasi-experimental study with pretest-posttest control group. The statistical population was all 4 to 6 years old children in region 2 of Tehran. Using the random sampling method, the study sample was chosen in two experiment (15 individuals) and control (15 individuals) groups. The experiment group received 12 sessions of music therapy and the control group was waiting for treatment meanwhile. To evaluate the problem-solving skill in children, the three subscales of Wechsler's Preschool and Primary Scale of Intelligence (WPPSI) were used, including: mazes, cubes and arithmetic. Analysis of data obtained from the questionnaires was conducted in two parts of descriptive and inferential. The data analysis indicated the significant increase of problem-solving average score of the experiment group compared to the control group.

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Localized brain activation by selective tasks improves specific cognitive functions in humans

Cited by 4 publications

References 15 publications

Music training improves verbal but not visual memory: Cross-sectional and longitudinal explorations in children.

Music training improves verbal but not visual memory: Cross-sectional and longitudinal explorations in children.

Music training is associated with cortical synchronization reflected in EEG coherence during verbal memory encoding

The Effect of Music Therapy on Problem-Solving Skills

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