An investigation on the effects of music training on attention and working memory in adults

Amaç: Yetişkin müzik öğrencilerinde müzik eğitiminin dikkat ve çalışma belleğine etkilerini nöropsikolojik testler kullanarak belirlemek. Yöntem: Araştırma Şubat-Haziran 2014 tarihleri arasında İnönü Üniversitesi Müzik Eğitimi Bölümü'nde yapılmıştır. On sekiz-yirmi altı yaşları arasındaki 22 öğrenci yaş, cinsiyet, akademik eğitim süresi ve baskın el yönünden eşleştirilmiştir. Madde kullanımı, psikiyatrik ve nörolojik hastalığı olan katılımcılar çalışmadan dışlandı. Birinci ve dördüncü sınıf öğrencilerine ASRS, Stroop ve WMS-R testleri uygulanmıştır. Bulgular: Katılımcıları 24 kadın, 20 erkek, toplam 44 öğrenci oluşturdu. Katılımcıların yaş ortalaması 22±1.5, akademik eğitim süresi ortalaması 15±1.5 yıl idi. Lisans eğitimi öncesindeki müzik deneyimi açısından birinci ve dördüncü sınıflar arasında anlamlı fark saptanmadı. Birinci ve dördüncü sınıflar arasında ASRS-A, ASRS-B ve ASRS Toplam puanı açısından anlamlı fark saptanmadı. Dördüncü sınıf öğrencileri Stroop testinin siyah-beyaz sözcük okuma, renkli sözcük okuma ve kutu rengini söyleme aşamalarında birinci sınıflardan üstündü. Sözcüğün rengini söyleme aşamasında ise sınıf 532 An investigation on the effects of music training on attention and working memory in ... grupları arasındaki farkın anlamlı olmadığı saptandı. WMS-R testinde dördüncü sınıf öğrencileri ayları geri sayma ve yedişer sayma aşamalarında birinci sınıflardan üstündü. Geri sayı menzili, kısa ve uzun süreli sözel ve görsel tanıma ve hatırlamayı ölçen testler ile zihinsel kontrol ve konsantrasyonu ölçen diğer testlerde ise anlamlı fark saptanmadı. Sonuç: Çalışmamızda yetişkinlerde uzun süreli ve düzenli müzik eğitiminin dikkati kaydırabilme becerisini anlamlı etkilemediğini, ancak çalışma belleği aktivitesi gerektiren bazı testlerde gelişmeye yol açtığını saptadık. Düzenli olmayan müzik deneyiminin ise anlamlı katkısı bulunmadı. Sonuç olarak düzenli ve yoğun müzik pratiği.

Yetişkinlerde müzik eğitiminin dikkat ve çalışma belleğine etkilerine yönelik bir araştırma

Objective: Determining the effects of music training on attention and working memory in adult music trainees using neuropsychological tests. Methods: The study was conducted within January-June 2014 at the Music Department of Inonu University. Twenty-two students of age 18-26 were matched one to one in terms of age, gender, level of academic education and dominant hand. Participants with substance abuse, psychiatric and neurological disease were excluded from study. ASRS, Stroop and WMS-R were applied on first and fourth year students. Results: The sample consisted of 24 women and 20 men. The mean age was 22±1.5 years and the mean academic level of education was 15±1.5 years. There was no significant difference between first and fourth year students in terms of ASRS-A, ASRS-B and ASRS total scores. There was no significant difference between groups in pre-university music experience. Fourth year students were better at greyscale word reading, color word reading and box color statement in Stroop. There was no significant difference in word color statement. Fourth year students were better in reverse month counting and counting by sevens in WMS-R. No significant difference was found in countdown range, short and long-term verbal and visual recognition, memory, mental control and concentration. Conclusion: Long-term and regular music training did not affect attention shifting in adults significantly, but caused improvement in some tests requiring working memory activity. Irregular music experience did not have significant contribution. Regular and intensive music practice may have functional effects on cognition in adults.

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