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Results for “musical achievement”

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PubMed2025

Polygenic Associations between Motor Behaviour, Neuromotor Traits, and Active Music Engagement in Four Cohorts.

Phenotypic investigations have shown that actively engaging with music, i.e., playing a musical instrument or singing may be protective of motor decline in aging. For example, music training associated with enhanced sensorimotor skills accompanied by changes in brain structure and function. Although it is possible that the benefits of active music engagement "transfer" to benefits in the motor domain, it is also possible that the genetic architecture of motor behaviour and the motor system structure may influence active music engagement. This study investigated whether polygenic scores (PGS) for five behavioural motor traits, 12 neuromotor structural brain traits, and seven rates of change in brain structure traits trained from existing discovery genome-wide association studies (GWAS) predict active music engagement outcomes in four independent cohorts of unrelated individuals of European ancestry: the Canadian Longitudinal Study on Aging (CLSA; N=22,198), Wisconsin Longitudinal Study (WLS; N=4,605), Vanderbilt's BioVU Repository (BioVU; N=6,150), and Vanderbilt's Online Musicality study (OM; N=1,559). Results were meta-analyzed for each PGS main effect across outcomes and cohorts, revealing that PGS for a faster walking pace was associated with higher amounts of active music engagement. Within CLSA, a higher PGS for walking pace was associated with greater odds of engaging with music. Findings suggest a shared genetic architecture between motor function and active music engagement. Future intervention-based research should consider the genetic underpinnings of motor behavior when evaluating the effects of music engagement on motor function across the lifespan.

BioVU↗
PubMed1979

Effects of background music on musical task performance and subsequent music preference.

The present study examined the effects of background music on performance of a musical task and on subsequent preference for that music. 60 music and 60 non-music majors heard background music in music-only or music-plus-task conditions, and a third group heard no music in a task-only condition. A preference test of four musical excerpts, including the background [corrected] music excerpt, was administered subsequently to all three groups of subjects. Although music majors scored higher than non-majors, background music did not differentially affect task scores. Music students exhibited a differential preference following both musical conditions, while non-music subjects demonstrated differential preference only following the music-only condition.

Achievement↗
PubMed1978

EMG biofeedback applicability for differing personality types.

Divided thirty-two male alcoholics into two groups on the basis of their MMPI profile. Group 1 consisted of Ss determined to be tense and anxious, while Group 2 included a more heterogeneous sample of personality types. Eight Ss from each group received 14 days of progressive relaxation training and EMG biofeedback; the remainder received control sessions of taped music and EMG monitoring. Group 1 experimental S achieved greater levels of relaxation than either their matched controls or Group 2 Ss. POMS scores revealed a significant difference over time for all Ss in the direction of improved mood states. No significant between-groups difference was found. Generally, these results suggest the following: (1) patients may be selected credibly for relaxation-biofeedback treatment by use of the MMPI; (2) patients who exhibit significant anxiety and tension may achieve lower levels of tension during training than patients with lower levels of pretreatment anxiety.

Adult↗
PubMed1979

Is hemispheric specialization important to scholastic achievement?

Scholastic achievement in both reading and mathematics were examined as a function of hemispheric specialization for visually presented words and pictures. Two groups of subjects (mean ages = 8.8 and 13.3) were included so that hemispheric specialization at an early and later phase of reading sophistication could be monitored. The results indicated that a lack of specialization for words is associated with higher reading achievement in both age groups and that right hemispheric specialization for words is likely to be accompanied by less reading skill. The results were discussed in terms of developmental changes in hemispheric processing and the need to investigate a variety of hemispheric specialization patterns and a variety of acquired skills (music, mathematics, art).

Achievement↗
PubMed1979

[Various problems in the development of the child with clefts from the viewpoint of rehabilitative education].

Extensive studies and experience of many years evidence that optimal rehabilitation of the cleft patient may be achieved above all by early complex measures on the part of the sciences involved. To evaluate the efficiency of logopaedic early treatment in the cleft patient, the development of cleft children was studied during the first scholastic years, special attention being paid to their learning how to manage the written language (reading and spelling). A comparative study was undertaken in cleft children and children with normal speech at the beginning and during the third year of school education, assessing their discriminating performance in speech-motor, phonemic, visual, musical and rhythmical fields (modified Breuer-Weuffen test) and their performance in reading and spelling. The results obtained permitted to draw conclusions as to the early education of cleft patients.

Child↗