Browsing by Subject "music interventions"

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  • Virtala, Paula Maarit; Partanen, Eino Juhani (2018)
    Music and musical activities are often a natural part of parenting. As accumulating evidence shows, music can promote auditory and language development in infancy and early childhood. It may even help to support auditory and language skills in infants whose development is compromised by heritable conditions, like the reading deficit dyslexia, or by environmental factors, such as premature birth. For example, infants born to dyslexic parents can have atypical brain responses to speech sounds and subsequent challenges in language development. Children born very preterm, in turn, have an increased likelihood of sensory, cognitive, and motor deficits. To ameliorate these deficits, we have developed early interventions focusing on music. Preliminary results of our ongoing longitudinal studies suggest that music making and parental singing promote infants' early language development and auditory neural processing. Together with previous findings in the field, the present studies highlight the role of active, social music making in supporting auditory and language development in at-risk children and infants. Once completed, the studies will illuminate both risk and protective factors in development and offer a comprehensive model of understanding the promises of music activities in promoting positive developmental outcomes during the first years of life.
  • Ginman, Karolina (Helsingin yliopisto, 2019)
    Purpose: The perception and interpretation of how other people move their body is an important component of adaptive social interaction. Children are known to distinguish between body motion (biological motion) and non-biological motion at an early age, but their ability to interpret body motion has received little scientific attention. Music and dance-related movement activities have been found to positively influence social interaction in children. The purpose of the current study was to investigate the effect of three classroom-integrated interventions (movement MO, music MU, movement-music MOMU) on social cognition in children. Since two of the interventions were movement-based, a test measuring the ability to recognise social interaction based on body motion was used in the current study. Based on previous research findings, the hypothesis was that children who received any of the interventions would improve more than a control group (no intervention) in sensitivity to social interaction. In addition, the children’s performance was compared with that of adults’. Methods: Video displays of two point-light human figures either interacting with each other or moving separately were used to measure the ability to recognise social interaction based on body motion. The test included 94 displays (47 interaction situations and 47 no interaction situations). Children aged 10–11 (3 intervention groups and 1 control group, n = 59) completed the test twice, pre and post intervention. In addition, nine adults (n = 9) completed the test. The theory of signal detection was utilised in the analysis of performance, with discriminability d′ reflecting sensitivity to social interaction and criterion c reflecting response bias. Results: Adults performed better than children at baseline. Children who received any of the interventions improved significantly in their ability to recognise social interaction post intervention, whereas the difference between the pre and post measurement did not reach statistical significance in the control group. Conclusions: Children were able to recognise social interaction based on body motion. Children who received a movement, music or movement-music intervention improved in the test, suggesting that all interventions had a positive impact on the ability to recognise social interaction based on body motion. This suggests that movement and music interventions conducted by elementary school teachers may support children’s ability to interpret body motion, an important aspect of social interaction.
  • Moberg, Nora (Helsingfors universitet, 2016)
    Music interventions carried out by caregivers of persons with dementia (PWDs) have lately become the focus of music rehabilitation in dementia research. Dementia can be burdening for caregivers and it may disrupt the relationship between PWDs and caregivers. The aim of this thesis was to determine whether 1) awareness deficits frequently observed in PWDs manifest in rating discrepancies between PWDs and their caregivers when rating mood and quality of life of PWDs or if these differences are primarily explained by caregiver burden and 2) a caregiver-based music intervention can attenuate the rating discrepancies. In the current study, 89 PWD-caregiver dyads were randomly allocated in three groups: singing group, music listening group, and control group. Cognition, mood, and quality of life of the PWDs were assessed at baseline, immediately after the intervention, and 6 months after intervention. Discrepancy scores were calculated between the PWDs' and caregivers' ratings in Cornell-Brown Scale for Quality of Life in Dementia (CBS) and Quality of Life in Alzheimer's Disease (QOL-AD). Correlations of the discrepancy scores to intervention outcomes and baseline PWD and caregiver characteristics were examined. Differences between intervention groups in CBS and QOL-AD discrepancies were analyzed with ANOVA. QOL-AD discrepancy was associated with dementia severity at baseline. CBS discrepancies were consistently associated with caregiver burden, higher discrepancies corresponding to higher burden. The intervention groups did not show any differences in change in the discrepancy scores in mixed-model ANOVAs. Further research with more focused measures is needed to determine whether music interventions can alleviate awareness deficits and/or PWD-caregiver discrepancies and, regarding the latter, to reveal the exact route of the effect.
  • Tervaniemi, Mari; Tao, Sha; Huotilainen, Minna (2018)
    Learning in school is intended to help students master academic skills such as reading, writing, and mathematics, as well as to acquire knowledge about different subjects such as history, geography, biology, and so on. However, in the future, successful learning will be largely manifested by students’ global and transferable skills, such as analytical thinking, problem solving, collaboration, and social skills. Here we explore the promises of using music to support learning in the future. We review empirical evidence on the effects ofmusic learning on neurocognitive development in children in formal and informal settings, in music interventions, and also in community settings. With this review, we wish to stimulate discussion about the roles that music could play in promoting learning in schools and elsewhere.