music-training

Update: How Stress and Emotions Impact Brain Performance

by

Spon­sored Ad (How to Adver­tise on SharpBrains.com)

Time for the Octo­ber edi­tion of the month­ly Sharp­Brains eNewslet­ter, fea­tur­ing this time sev­er­al arti­cles on the impact of stress, emo­tions, and self-reg­u­la­tion, on our brain’s struc­ture and performance.

We are pleased to bring to Sharp­Brains read­ers a new 6‑part series on the Neu­ro­bi­ol­ogy of Stress, based on a recent book by Sharp­Brains con­trib­u­tor Dr. Jerome Schultz. The first two parts are already avail­able: Part 1 — The Human Brain and How It Responds to Stress and Part 2 — Gray Mat­ters.

Brain Study Links Emo­tion­al Self-Reg­u­la­tion and Math Per­for­mance: A new study strong­ly sug­gests the need to “help stu­dents reap­praise the sit­u­a­tion and con­trol emo­tions before they even get into a task”. While the study focused on math anx­i­ety and per­for­mance, the impli­ca­tions are rel­e­vant out­side the class­room too.

Reminder: Brain Fit­ness Q&A Ses­sions in Novem­ber: As we announced a few weeks ago, we are hon­ored to present an upcom­ing Brain Fit­ness Q&A Series. The first ses­sion, fea­tur­ing Dr. Gary Small, will take place Novem­ber 1st, 2011, 2–3pm US Eeast­ern Time. Please mark your cal­en­dar and join us at sharpbrains.com then! (no need to do any­thing pri­or to the session).

Music Train­ing Can Enhance Ver­bal Intel­li­gence and Exec­u­tive Func­tion: Very inter­est­ing new study pub­lished in Psy­cho­log­i­cal Sci­ence on the val­ue of music train­ing (vs. sim­ply lis­ten­ing to music).

Gam­ing and Neu­ro­science: Oppor­tu­ni­ties and Chal­lenges: A sum­ma­ry of impres­sions by researcher  Aki Niko­laidis based on his par­tic­i­pa­tion in the recent con­fer­ence Enter­tain­ment Soft­ware and Cog­ni­tive Neu­rother­a­peu­tics Con­fer­ence (ESCoNS) at the Uni­ver­sity of Cal­i­for­nia San Francisco.

Fam­i­lies’ Per­spec­tives on ADHD and its Treat­ment: Dr. David Rabin­er presents new data on fam­i­lies’ expe­ri­ence with ADHD and its treatment.

Brain Games and Opti­cal Illu­sions @ Nation­al Geo­graph­ic: Sev­eral Sharp­Brains friends rec­om­mend this recent 3‑part Nation­al Geo­graphic TV mini-series.

Math Brain Teas­er for Kids and Adults: Archimedes Grave: A fun puz­zle to exer­cise our brains a bit, sub­mit­ted by new con­trib­u­tor Maria Lan­do. Enjoy!

Study: Music Training Can Enhance Verbal Intelligence and Executive Function

by

Very inter­est­ing new study pub­lished in Psy­cho­log­i­cal Sci­ence: Short-Term Music Train­ing Enhances Ver­bal Intel­li­gence and Exec­u­tive Func­tion.

Abstract: Researchers have designed train­ing meth­ods that can be used to improve men­tal health and to test the effi­ca­cy of edu­ca­tion pro­grams. How­ev­er, few stud­ies have demon­strat­ed broad trans­fer from such train­ing to per­for­mance on untrained cog­ni­tive activ­i­ties. Here we report the effects of two inter­ac­tive com­put­er­ized train­ing pro­grams devel­oped for preschool chil­dren: one for music and one for visu­al art. After only 20 days of train­ing, [Read more…] about Study: Music Train­ing Can Enhance Ver­bal Intel­li­gence and Exec­u­tive Function

Playing Music as a Protection Against Dementia

by

In a recent post we saw that music may help peo­ple with demen­tia learn new facts. This arti­cle explores anoth­er rela­tion­ship between music and demen­tia: play­ing a musi­cal instru­ment, even as an ama­teur, may pro­tect the brain lat­er on against demen­tia-relat­ed damages.

Researchers had 70 peo­ple ages 60 to 83 per­form a vari­ety of tests to mea­sure visu­ospa­tial mem­o­ry, abil­i­ty to name objects, the brain’s abil­i­ty to adapt to new infor­ma­tion […] those who had engaged in musi­cal activ­i­ty for 10 years or longer scored sub­stan­tial­ly bet­ter than those with no musi­cal activ­i­ty in their past.

the longer peo­ple play instru­ments, the more ben­e­fits they may derive.

All were ama­teurs who had start­ed play­ing when they were 10 years old. [Read more…] about Play­ing Music as a Pro­tec­tion Against Dementia

Music: Another Pillar of Brain Fitness?

by

Musi­cians’ brains are often used as mod­els of neu­ro­plas­tic­i­ty. Indeed, numer­ous stud­ies to date have shown that musi­cal train­ing can change the brain. Musi­cians have larg­er brain vol­ume in areas that are impor­tant for play­ing an instru­ment: motor, audi­to­ry and visuo-spa­tial regions.

A recent Nature Review Neu­ro­science arti­cle shows that music train­ing can ben­e­fit the brain beyond music. Specif­i­cal­ly, musi­cians may have an advan­tage for pro­cess­ing speech in chal­leng­ing lis­ten­ing envi­ron­ments com­pared with non-musi­cians [Read more…] about Music: Anoth­er Pil­lar of Brain Fitness?

Do we need more music education?

by

We recent­ly pub­lished an arti­cle exam­in­ing the “Mozart effect” and the con­clu­sions were that there is very lit­tle evi­dence that lis­ten­ing to music does boost men­tal func­tions. How­ev­er learn­ing to play an instru­ment does seem to do the trick.

In this recent Sci­en­tif­ic Amer­i­can arti­cle, the edi­tors point out that: [Read more…] about Do we need more music education?

Brain Scientists Identify Links between Arts, Learning

by

Arts edu­ca­tion influ­ences learn­ing and oth­er areas of cog­ni­tion and may deserve a more promi­nent place in schools, accord­ing to a wave of recent neu­ro­science research.One recent study found that chil­dren who receive music instruc­tion for just 15 months show strength­ened con­nec­tions in musi­cal­ly rel­e­vant brain areas and per­form bet­ter on asso­ci­at­ed tasks, com­pared with stu­dents who do not learn an instrument.

A sep­a­rate study found that chil­dren who receive train­ing to improve their focus and atten­tion per­form bet­ter not only on atten­tion tasks but also on intel­li­gence tests. Some researchers sug­gest that arts train­ing might sim­i­lar­ly affect a wide range of cog­ni­tive domains. Edu­ca­tors and neu­ro­sci­en­tists gath­ered recent­ly in Bal­ti­more and Wash­ing­ton, D.C., to dis­cuss the increas­ing­ly detailed pic­ture of how arts edu­ca­tion changes the brain, and how to trans­late that research to edu­ca­tion pol­i­cy and the class­room. Many par­tic­i­pants referred to the results of Dana Foun­da­tion-fund­ed research by cog­ni­tive neu­ro­sci­en­tists from sev­en lead­ing uni­ver­si­ties over three years, released in 2008.

“Art must do some­thing to the mind and brain. What is that? How would we be able to detect that? asked Bar­ry Gor­don, a behav­ioral neu­rol­o­gist and cog­ni­tive neu­ro­sci­en­tist at Johns Hop­kins Uni­ver­si­ty, who spoke May 8 dur­ing the “Learn­ing and the Brain” con­fer­ence in Wash­ing­ton, D.C. “Art, I sub­mit to you with­out absolute proof, can improve the pow­er of our minds. How­ev­er, this improve­ment is hard to detect.”

Study links music, brain changes

Among the sci­en­tists try­ing to detect such improve­ment, Ellen Win­ner, a pro­fes­sor of psy­chol­o­gy at Boston Col­lege, and Got­tfried Schlaug, a pro­fes­sor of neu­rol­o­gy at Beth Israel Dea­coness Med­ical Cen­ter and Har­vard Med­ical School, pre­sent­ed research at the “Learn­ing, Arts, and the Brain sum­mit May 6 in Bal­ti­more. Their work mea­sured, for the first time, changes to the brain as a result of music training.

For four years, Win­ner and Schlaug fol­lowed chil­dren ages 9 to 11, some of whom [Read more…] about Brain Sci­en­tists Iden­ti­fy Links between Arts, Learning