Shen Yue, Lin Yishan, Liu Songhan, Fang Lele, Liu Ge
School of Psychology, Liaoning Normal University, Dalian, China.
Liaoning Collaborative Innovation Center of Children and Adolescents Healthy Personality Assessment and Cultivation, Dalian, China.
Front Psychol. 2019 Aug 22;10:1910. doi: 10.3389/fpsyg.2019.01910. eCollection 2019.
Musical training is an enrichment activity involving multiple senses, including auditory, visual, somatosensorial, attention, memory, and executive function (EF), all of which are related to cognition. This study examined whether musical training enhances EF in preschool children who had not undergone previous systematic music learning. This study also explored the after-effects 12 weeks after cessation of musical training. Participants were 61 preschool children from a university-affiliated kindergarten in North China. The experimental group underwent 12 weeks of integrated musical training (i.e., music theory, singing, dancing, and role-playing), while the control group performed typical daily classroom activities. The three components (inhibitory control, working memory, cognitive flexibility) of executive functions were evaluated using the Day/Night Stroop, Dimensional Change Card Sort, Dot Matrix Test, and Backward Digit Span Task. In Experiment 1, EFs were tested twice-before (T1) and after (T2) the music training. The results showed that children's EFs could be promoted by musical training. In addition, EFs were tested again 12 weeks later after the end of the intervention (T3) in Experiment 2. We discovered that integrated musical training demonstrated a sustained promotion effect.
音乐训练是一种涉及多种感官的丰富活动，包括听觉、视觉、体感、注意力、记忆力和执行功能（EF），所有这些都与认知相关。本研究调查了音乐训练是否能提高从未接受过系统音乐学习的学龄前儿童的执行功能。本研究还探讨了音乐训练停止12周后的后续影响。参与者是来自中国北方一所大学附属幼儿园的61名学龄前儿童。实验组接受了为期12周的综合音乐训练（即音乐理论、唱歌、跳舞和角色扮演），而对照组则进行典型的日常课堂活动。使用昼夜Stroop测验、维度变化卡片分类测验、点矩阵测验和倒背数字广度任务对执行功能的三个组成部分（抑制控制、工作记忆、认知灵活性）进行评估。在实验1中，在音乐训练前（T1）和训练后（T2）对执行功能进行了两次测试。结果表明，音乐训练可以促进儿童的执行功能。此外，在实验2的干预结束12周后（T3）再次对执行功能进行测试。我们发现综合音乐训练具有持续的促进作用。
