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ACP > Applied Cognitive Psychology music > Flashcards

Applied Cognitive Psychology music Flashcards

1
Q

Origins of music (Pinker, 1997)

A

‘Music is auditory cheesecake, an exquisite confection crafted to tickle
the sensitive spots of at least six of our mental faculties’

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2
Q

Origins of music

A
  • Nonadaptationist accounts
  • Adaptationist: reproductive benefits
  • Adaptationist: survival benefits
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3
Q
  • Adaptationist: reproductive benefits
A
  • Sexual selection (Darwin,1872; Miller, 2000; Charlton et al., 2012)
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4
Q

Adaptationist: survival benefits

A
  • Social cohesion (musical grooming) (Cross, 2003; Kirschner & Tomasello, 2010; cf. Dunbar, 1996; Huron, 2001;
    Savage et al., 2021)
  • Bonding parent/child (Dissanayake, 2000; Trainor, 2003; Mehr et al., 2021)
  • Enhancing cognitive skills (Honing, 2011)
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5
Q

Cognition

A

Mental processes of acquiring, storing, manipulating, and using information
* Perception
* Attention
* Memory
* Working memory
* Reasoning
* Problem-solving
* Decision-making
* Language

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6
Q

how to improve cognition

A

Stay Physically Active: Regular exercise has been linked to improved cognitive function, including better memory, attention, and processing speed.

Mental Stimulation: Engage in mentally challenging activities such as puzzles, games, reading, or learning new skills. These activities help keep your brain active and can improve cognitive abilities.

Healthy Diet: Eat a balanced diet rich in fruits, vegetables, whole grains, lean proteins, and healthy fats. Certain nutrients like omega-3 fatty acids, antioxidants, and vitamins have been associated with better cognitive function.

Adequate Sleep: Prioritize getting enough sleep each night. Quality sleep is essential for cognitive processes like memory consolidation and problem-solving.

Manage Stress: Chronic stress can impair cognitive function. Practice stress-reduction techniques such as mindfulness, meditation, deep breathing exercises, or engaging in hobbies you enjoy.

Social Interaction: Maintain social connections with friends, family, and community. Regular social interaction can support cognitive health and emotional well-being.

Brain Training: Use brain training apps or programs designed to challenge cognitive skills like memory, attention, and problem-solving. While results may vary, some research suggests that these activities can improve specific cognitive abilities.

Stay Curious: Maintain a curious and open mindset. Engage in lifelong learning by exploring new interests, hobbies, or topics that challenge your thinking.

Break Tasks into Smaller Steps: When faced with complex tasks, break them down into smaller, manageable steps. This can reduce cognitive overload and make tasks more manageable.

Stay Organized: Use tools like calendars, planners, or digital apps to stay organized and manage your time effectively. This reduces cognitive load and helps you focus on important tasks.

Seek Mental Health Support: Address any underlying mental health concerns such as anxiety or depression, as these can significantly impact cognitive function. Seeking professional help when needed is important for overall well-being.

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7
Q

ACP model indicators

A

speed and accuracy
- school performance
- scores on intelligence tests
- scores on EF tests

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8
Q

From music to cognitive abilities: transfer
* Does learning something in one domain transfer to other domains?

A

Not directly, but maybe through general cognitive skills
* Cattell-Horn-Carroll theory of cognitive abilities
* See also Sala & Gobet , 2020

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9
Q

Transfer: from near to far

A

Transfer depends on how much the learned skill overlaps with the
tested skill

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10
Q

Far transfer

A

Training a skill will lead to enhancement on an unrelated
skill
* Cognitively demanding tasks may lead to domain-general cognitive
enhancement, by boosting the same neural networks
* For example: music and intelligence

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11
Q

Near transfer

A

Training a skill will lead to enhancement on a related
skill
* There is no clear separation between far transfer and near transfer
* The amount of transfer expected depends on the separation between skills

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12
Q

Does far transfer exist?

A
  • Sala et al., 2019: no far transfer for working memory training, chess playing,
    music, video games…
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13
Q

Mozart effect: Nature (1993)

A
  • Rauscher, Shaw & Ky find that listening to Mozart improves spatial
    reasoning
  • 3 listening conditions
  • 3 different spatial reasoning tests
  • Complex brain activity for both listening to Mozart and spatial tasks
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14
Q

kids+ mozart =

A

There is no scientific evidence that listening to Mozart improves children’s cognitive abilities.

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15
Q

Music leads to

A

Arousal / Mood and Visuospatial
Abilities

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16
Q

Mozart / Albinoni leads to

A

Profile of Mood
States (POMS)
Paper Folding &
Cutting Task

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17
Q

Mozart Effect= (Shmozart effect)

A
  • The Mozart effect exists!
  • It lasts for about 20 minutes
  • It’s caused by an increase in arousal!!!
  • Therefore, it only works for upbeat Mozart and Mozart lovers
  • Otherwise, choose whatever works for you!!!!
  • This is not transfer of learned skills…
18
Q

Mozart Effect: a short history

A
  • 1999: Schubert effect
  • 1999: Stephen King effect for Stephen King likers
  • 2001: No Albinoni effect
  • 2002: Mozart effect, but specific to fast and major Mozart
  • 2007: Mozart effect for non-spatial task
  • 2005: Blur effect for British school children
  • 2007: Japanese children’s song effect (creative drawing)
19
Q

Musical training as a model for brain plasticity
* Why study the effects of musical training?

A

Model of brain plasticity: Complex task requiring lots of practice,
several modalities, including higher-order cognitive functions

20
Q
  • Structural changes related to motor practice in musicians
A
  • Corpus Callosum size (Schlaug et al., 1995)
  • Cerebellar volume (Hutchinson et al., 2003)
  • Symmetry of primary motor cortex (Amunts et al., 1997)
21
Q

Comparing musicians, amateur musicians and nonmusicians

A
  • Increase in grey-matter, correlates with practice
22
Q

Increased functional connectivity in musicians

A
  • Motor areas
  • Auditory areas
  • Somatosensory areas
  • Visual areas
23
Q

Music training is associated with better…

A
  1. Linguistic skills
    * Verbal memory
    * Reading skills
    * Phonological awareness
    * Prosody processing
    * Decoding emotions
  2. Non-Linguistic skills
    * Spatial abilities
    * Mathematical abilities
    * Working memory
    * … (the list is endless)
24
Q

Music training correlates with:

A

Age; Income; Parent’s education;
IQ; School results; Personality;
Involvement in non-musical
extracurricular activities;
music aptitude; motivation

25
Q

Plenty of confounds present But when looking at correlational research, scientist still conclude causation…

A

For studying causal effects, we need an experimental study

26
Q

Causality? IQ high to low

A

Group 1:
Keyboard lessons
Group 2: Voice
lessons
Group 3: Drama
lessons
Group 4: No
lessons

27
Q

Intermezzo on dementia: experimental rigour

A
  • Music seems to help people with
    dementia (better mood)
28
Q

experimental rigour TEST ELEMENTS

A

emotional state MOOD, cognitive status DISCLOURSE VALANCE and behavioral conditioning FACIAL EXPRESIONS

29
Q

When does an intervention work?

A
  • Best design: Randomized Controlled Trial (RCT)
  • Random assignment of clients to groups
  • Use of active control groups
    Matched on activity, attractiveness, novelty, and enthusiasm of the teacher
    To avoid placebo effects
  • Inclusion & exclusion criteria are clear, population is specified
  • Enough participants to be able to detect differences (power, sample size)
  • Specified intervention of pre-determined length and outcome measures
  • Blind assessment
  • Replication by other teams
30
Q

The perfect experiment

A
  • Extremely expensive and difficult to set up
    Many problems:
    1 Attrition
    2 Music training is often not very ecologically valid (and WEIRD)
    3. children do not practice
    4. Disregards personality and motivation differences

Swaminathan & Schellenberg argue for better design of correlational studies

  • Alternative: meta-analysis
31
Q

Meta analysis

A
  • Synthesis of multiple experimental studies
  • Often restricted to RTC’s
  • Statistical techniques to control for publication bias
  • Publication bias = only significant positive effects get published
  • Studies that find NO effect of music on cognition are less cool and end up not coming out
  • “File-drawer problem”
  • If this happens, we should see a disproportional number of studies with small sample
    sizes that have positive effects
  • Check for heterogeneity
  • If there are very large differences between different studies, there are things going on
    beyond the effect of interest
  • Sometimes, influential cases are removed
  • In the Sala & Gobet paper and in Bigand & Tillmann, the corrections are done
    in the sensitivity analyses
32
Q

Hierarchy of scientific evidence

A

Systematic Reviews and Meta-Analyses
Randomized Controlled Trials (RCTs)
Cohort Studies
Case-Control Studies
Cross-Sectional Studies
animal trails and in vitro studies
Case Reports and Case Series

33
Q

Far transfer from music to cognitive abilities
Multiple ways in which this could work:

A
  • Music may affect intelligence (this is from the lowest level skills all the way up
    to g, and then from g down to other skills)
  • Music may affect executive functions, which may affect intelligence (this is
    from the lowest level skills to the intermediate level, where skills like
    attention and inhibition may be situated, and then on to g)
  • Music may impact reading ability, which may affect intelligence (from music
    to reading is somewhat nearer transfer, as both involve auditory processing)
34
Q

Sala & Gobet: Elvis has left the building
* Meta analysis on musical training effects on intelligence

A
35
Q

Bigand & Tillmann: hold my beer!

A
36
Q

Mind the supplement (Bigand and Tillmann)…
* When in doubt, read the supplement online

A
  • The supplemental materials is where researchers sometimes put analyses
    that are interesting, but not deemed important enough for their whole story
    to make it to the main paper. You can find them online if you want!
  • Here, when split over active and non-active controls, even with the neartransfer studies removed, the effects are much smaller
37
Q

Can we draw any conclusion?

A
  • Big effect of study quality
  • Not so easy to study
  • Big effect of what you select for a meta-analysis
  • Long live Open Science
  • If you are interestd, all the materials are online (see the links in the papers),
    and you can replicate the analyses by Sala & Gobet and by Bigand & Tillmann
    yourself (or run them on yet a different subset of studies!)
  • Beware: absence of evidence is not evidence of absence
  • Beware: scientists also carry their own biases
  • Though they do get creative with titles when it comes to this topic…
  • If anything, tiny effects of music training
  • Practical use?
38
Q

What about near transfer?

A
  • If music training effects disappear when compared to language
    training, does this mean the effect is similar?
  • Somewhat more evidence for near transfer effects on auditory
    processing and by proxy: language
39
Q

What about other things music may be good for?

A
  1. Some evidence for effects on executive functions
    * Primarily inhibition and working memory
    * But, the same issues as in the research about intelligence
  2. Some evidence for effects on aging
    * Possibly mediated by language
    * Very difficult to study longitudinally
40
Q

Is music useful to enhance cognitive functions?

A
  • Music probably does not possess magical powers
  • May not be better than other extracurricular activities
  • Far transfer is questionable to begin with
  • But even with near transfer, music may be beneficial (because of its closeness
    to language)
  • Music may be a cheap intervention
  • Everyone can sing with a class of children (yes, really, everyone, to reap the
    benefits of music, you do not have to be a musician)
  • Music provides strong motivational drive for most people
  • There are many additional benefits to music
  • Mood, emotions, social, movement

ACP (7 decks)

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