Department of Psychology, Goldsmiths, University of London, Lewisham Way, New Cross, London SE14 6NW, UK.
Trinity/Laban Conservatoire of Music and Dance, London, UK.
Biol Psychol. 2014 Jan;95:96-107. doi: 10.1016/j.biopsycho.2013.11.001. Epub 2013 Nov 11.
Alpha/theta (A/T) and sensory-motor rhythm (SMR) neurofeedback were compared in university instrumentalists who were novice singers with regard to prepared and improvised instrumental and vocal performance in three music domains: creativity/musicality, technique and communication/presentation. Only A/T training enhanced advanced playing seen in all three domains by expert assessors and validated by correlations with learning indices, strongest with Creativity/Musicality as shown by Egner and Gruzelier (2003). Here A/T gains extended to novice performance - prepared vocal, improvised vocal and instrumental - and were recognised by a lay audience who judged the prepared folk songs. SMR learning correlated positively with Technical Competence and Communication in novice performance, in keeping with SMR neurofeedback's known impact on lower-order processes such as attention, working memory and psychomotor skills. The importance of validation through learning indices was emphasised in the interpretation of neurofeedback outcome.
在大学生乐器演奏者中，对阿尔法/theta（A/T）和感觉运动节律（SMR）神经反馈进行了比较，这些演奏者是新手歌手，涉及三个音乐领域的准备和即兴乐器和声乐表演：创造力/音乐性、技巧和交流/表现。只有 A/T 训练能够提高专家评估者所看到的所有三个领域的高级演奏水平，并通过与学习指标的相关性得到验证，与 Egner 和 Gruzelier（2003）的创造力/音乐性的相关性最强。在这里，A/T 的收益扩展到了新手的表现——准备好的声乐、即兴声乐和器乐——并得到了一个业余观众的认可，他们评判了准备好的民歌。在新手表现中，SMR 学习与技术能力和交流呈正相关，这与 SMR 神经反馈对注意力、工作记忆和心理运动技能等较低层次过程的已知影响一致。在解释神经反馈结果时，强调了通过学习指标进行验证的重要性。
