Generate summary for article using Artificial Intelligence tools
| Id | 759 | |
| Author | MacRitchie J., Breaden M., Milne A.J., McIntyre S. | |
| Title | Cognitive, Motor and Social Factors of Music Instrument Training Programs for Older Adults’ Improved Wellbeing | |
| Reference | MacRitchie J., Breaden M., Milne A.J., McIntyre S.; Cognitive, Motor and Social Factors of Music Instrument Training Programs for Older Adults’ Improved Wellbeing ;Frontiers in Psychology vol:10 issue: page: |
|
| Link to article | https://www.scopus.com/inward/record.uri?eid=2-s2.0-85078490923&doi=10.3389%2ffpsyg.2019.02868&partnerID=40&md5=89bc34d0d5a2ea2197ded4cad7aa508b |
|
| Abstract | Given emerging evidence that learning to play a musical instrument may lead to a number of cognitive benefits for older adults, it is important to clarify how these training programs can be delivered optimally and meaningfully. The effective acquisition of musical and domain-general skills by later-life learners may be influenced by social, cultural and individual factors within the learning environment. The current study examines the effects of a 10-week piano training program on healthy older adult novices’ cognitive and motor skills, in comparison to an inactive waitlisted control group. Fifteen participants completed piano training led by a music facilitator in small groups (max n = 4 per lesson class; two experimental, two waitlisted control groups). Data was collected using an explanatory sequential design: quantitative data from a battery of cognitive and motor tests was collected pre/post-test on all participants, with further post-test data from the waitlisted control group (n = 7). Qualitative data included weekly facilitator observations, participant practice diaries, and an individual, semi-structured, post-experiment interview. Bayesian modelling demonstrated moderate evidence of a strong positive impact of training on part A of the Trail Making test (TMT), indicating improved visuo-motor skills. Moderate evidence for negative impacts of training on part B of the Trail Making Test (and difference score delta) was also found, suggesting no benefit of cognitive switching. Qualitative results revealed that the group learning environment motivated participants to play in musical ensembles and to socialize. Motivation was optimal when all participants were happy with the chosen repertoire (participants reported they were motivated by learning to play familiar music) and when the facilitator observed that groups had formed cohesive bonds. Informed by these factors, exploratory analyses demonstrated strong evidence that a participant’s lesson class had an impact on post-test scores (TMT part A). These results not only demonstrate the extent of cognitive benefits of a short-term piano training intervention for older adults, but also the importance of considering the group dynamics in the learning environment. © Copyright © 2020 MacRitchie, Breaden, Milne and McIntyre. |
Given emerging evidence that learning to play a musical instrument may lead to a number of cognitive benefits for older adults, it is important to clarify how these training programs can be delivered optimally and meaningfully. These results not only demonstrate the extent of cognitive benefits of a short-term piano training intervention for older adults, but also the importance of considering the group dynamics in the learning environment. Continuing consent was assessed each week in the training program with the opportunity to discuss any questions surrounding the research project in each training session and in pre and post testing. The second authors dual role as researcher and facilitator posed certain ethical issues surrounding the anonymity of participants and the subjectivity of analysis that were addressed as such: The facilitator was not involved in any of the recruitment or consenting procedures with the participants nor any of the data collection sessions The facilitator only had access to the de-identified interview statements as part of the analysis The facilitator and first author independently analyzed the qualitative data and agreed on revised themes. In further investigating the possible sources for class differences that lead to differences in cognitive impact of the piano training our qualitative results demonstrated that differences between classes were apparent concerning the degree of group cohesiveness as well as the levels of motivation and self-directed learning that took place.
MESOC has received funding
from Horizon 2020 - the EU Framework Programme
for Research and Innovation (2014-2020) -
under Grant Agreement n°870935.
We take your privacy seriously and WE DO NOT process any personal data or any information that reveals personal identity or information that can be linked to such information to identify directly or indirectly.
2021 © CD