Red de Bibliotecas Virtuales de Ciencias Sociales en
América Latina y el Caribe
Por favor, use este identificador para citar o enlazar este ítem:
https://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/128699Registro completo de metadatos
| Campo DC | Valor | Lengua/Idioma |
|---|---|---|
| dc.contributor | en-US | |
| dc.contributor | Labotarorio Interdisciplinario de Neurociencia Cognitiva (LINC-CEMSC3, ICIFI, UNSAM-CONICET, Buenos Aires, Argentina) | es-ES |
| dc.creator | Benítez, María Angélica | - |
| dc.creator | Diaz Abrahan, Veronika | - |
| dc.creator | Justel, Nadia | - |
| dc.date | 2021-06-03 | - |
| dc.date.accessioned | 2022-03-25T19:02:00Z | - |
| dc.date.available | 2022-03-25T19:02:00Z | - |
| dc.identifier | https://ojs.uv.es/index.php/LEEME/article/view/20376 | - |
| dc.identifier | 10.7203/LEEME.47.20376 | - |
| dc.identifier.uri | http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/128699 | - |
| dc.description | The early years are extremely important to all aspects of development. Different investigations show that musical training could affect different areas of infant development. The objective of the following work is to track and analyze in the literature the research that indicates that music training would affect cognitive abilities, anatomy and brain activity in infants. A bibliographic search was carried out in the indexed scientific databases (Scielo, Redalyc, ScienceDirect, Pubmed, WOS and Scopus), using the keywords: music, music training, music education, child, cognition, brain, development. The following were used as analysis variables: the evaluation instrument used, the type of intervention used and the training time. The reviewed studies showed conflicting results about the effect of musical training in infants, although, for the most part, it has been found that music training promotes cognitive development and influences other areas. | en-US |
| dc.description | Los primeros años son extraordinariamente importantes para todos los aspectos del desarrollo. Diferentes investigaciones dan cuenta de que el entrenamiento musical podría incidir sobre diferentes áreas del desarrollo del infante. El objetivo del siguiente trabajo es rastrear y analizar en la literatura las investigaciones que indican que el entrenamiento musical afectaría las habilidades cognitivas, la anatomía y la actividad cerebral en infantes. Se realizó una búsqueda bibliográfica en bases de datos científicas indexadas (Scielo, Redalyc, ScienceDirect, Pubmed, WOS y Scopus), utilizando las palabras clave: music, music training, music education, child, cognition, brain, development. Se utilizaron como variables de análisis: el instrumento de evaluación empleado, el tipo de intervención empleada y el tiempo de entrenamiento. Los estudios revisados mostraron resultados contrapuestos acerca del efecto del entrenamiento musical en los infantes, aunque, mayoritariamente se ha encontrado que el entrenamiento musical promueve el desarrollo cognitivo e influye en otras áreas. | es-ES |
| dc.format | application/pdf | - |
| dc.language | spa | - |
| dc.publisher | Universitat de València | es-ES |
| dc.relation | https://ojs.uv.es/index.php/LEEME/article/view/20376/18559 | - |
| dc.relation | /*ref*/<p style="text-align: justify;">Bangert, M. y Schlaug, G. (2006). Specialization of the specialized in features of external human brain morphology. <em>European Journal of Neuroscience</em>, <em>24</em>(6), 1832-1834. <a href="https://doi.org/10.1111/j.1460-9568.2006.05031.x">doi:10.1111/j.1460-9568.2006.05031.x</a></p> <p style="text-align: justify;">Binder, J.R., Frost, J.A., Hammeke, T.A., Rao, S.M. y Cox, R.W. (1996). Function of the left planum temporale in auditory and linguistic processing. <em>Brain</em>, <em>119</em>(4), 1239-1247. doi:10.1093/brain/119.4.1239</p> <p style="text-align: justify;">Carpentier, S.M., Moreno, S. y McIntosh, A.R. (2016). Short-term music training enhances complex, distributed neural communication during music and linguistic tasks. <em>Journal of Cognitive Neuroscience</em>, <em>28</em>(10), 1603-1612. doi:10.1162/jocn_a_00988</p> <p style="text-align: justify;">Cohrdes, C., Grolig, L. y Schroeder, S. (2019). The development of music competencies in preschool children: Effects of a training program and the role of environmental factors. <em>Psychology of Music</em>, <em>47</em>(3), 358-375. doi:10.1177/0305735618756764</p> <p style="text-align: justify;">Cook, T. (2007). Describing what is special about the role of experiments in contemporary educational research?: putting the “gold standard” rhetoric into perspective. <em>Journal Of MultiDisciplinary Evaluation, 3</em>(6), 1-7. Recuperado de: <a href="https://scholarship.claremont.edu/cgi/viewcontent.cgi?article=1558&context=cgu_fac">https://scholarship.claremont.edu/cgi/viewcontent.cgi?article=1558&context=cgu_fac</a></p> <p style="text-align: justify;">Costa-Giomi, E. (2004). Effects of three years of piano instruction on children’s academic achievement, school performance and self-esteem. <em>Psychology of Music</em>, <em>32</em>(2), 139-152. doi:10.1177/0305735604041491</p> <p style="text-align: justify;">D’Souza, D. y D’Souza, H. (2019). Emergent and constrained: Understanding brain and cognitive development. <em>Journal of Neurolinguistics</em>, <em>49</em>, 228-231. doi:10.1016/j.jneuroling.2018.04.011</p> <p style="text-align: justify;">Donaldson, S.I. y Christie, C.A. (2005). The 2004 Claremont Debate: Lipsey versus Scriven. Determining causality in program evaluation and applied research: Should experimental evidence be the gold standard? <em>Journal of Multidisciplinary Evaluation</em>, <em>3</em>, 60-77.</p> <p style="text-align: justify;">D'Souza, A.A. y Wiseheart, M. (2018). Cognitive effects of music and dance training in children. <em>Archives of Scientific Psychology</em>, <em>6</em>(1), 178-192. doi:10.1037/arc0000048</p> <p style="text-align: justify;">Dumont, E., Syurina, E., Feron, F. y van Hooren, S. (2017). Music interventions and child development: a critical review and further directions. <em>Frontiers in Psychology</em>, <em>8</em>, 1694. doi:10.3389/fpsyg.2017.01694</p> <p style="text-align: justify;">Ellis, R.J., Bruijn, B., Norton, A.C., Winner, E. y Schlaug, G. (2013). Training-mediated leftward asymmetries during music processing: A cross-sectional and longitudinal fMRI analysis. <em>NeuroImage</em>, <em>75,</em> 97-107. doi:10.1016/j.neuroimage.2013.02.045</p> <p style="text-align: justify;">Fedorenko, E., Patel, A.D., Casasanto, D., Winawer, J. y Gibson, E. (2009). Structural integration in language and music: Evidence for a shared system. <em>Memory & Cognition</em>, <em>37</em>, 1-9. doi:10.3758/MC.37.1.1</p> <p style="text-align: justify;">Fernández, P., Vallejo, G., Livacic-Rojas, P. y Tuero, E. (2014). Validez Estructurada para una investigación cuasi-experimental de calidad. Se cumplen 50 años de la presentación en sociedad de los diseños cuasi-experimentales. <em>Anales de Psicología</em>, <em>30</em>(2). doi:10.6018/analesps.30.2.166911</p> <p style="text-align: justify;">Flohr, J. (1981). Short-Term music instruction and young children's developmental music aptitude. <em>Journal of Research in Music Education</em>, <em>29</em>(3), 219-223. doi:10.2307/3344995</p> <p style="text-align: justify;">Forgeard, M., Winner, E., Norton, A. y Schlaug, G. (2008). Practicing a musical instrument in childhood is associated with enhanced verbal ability and nonverbal reasoning. <em>PloS One</em>, <em>3</em>(10), e3566. doi:10.1371/journal.pone.0003566</p> <p style="text-align: justify;">Gordon, R.L., Fehd, H.M. y McCandliss, B.D. (2015). Does music training enhance literacy skills? A meta-analysis. <em>Frontiers in Psychology</em>,<em> 6</em>, 1777. doi:10.3389/fpsyg.2015.01777</p> <p style="text-align: justify;">Habibi, A., Cahn, B.R., Damasio, A. y Damasio, H. (2016). Neural correlates of accelerated auditory processing in children engaged in music training. <em>Developmental Cognitive Neuroscience</em>, <em>21</em>, 1-14.<em> </em>doi:10.1016/j.dcn.2016.04.003</p> <p style="text-align: justify;">Habibi, A., Damasio, A., Ilari, B., Veiga, R., Joshi, A., Leahy, R., … Damasio, H. (2018). Childhood music training induces change in micro and macroscopic brain structure: Results from a longitudinal study. <em>Cerebral Cortex</em>, <em>28</em>(12), 4336-4347. doi:10.1093/cercor/bhx286</p> <p style="text-align: justify;">Hannon, E., Schachner, A. y Nave-Blodgetta, J. E. (2017). Babies know bad dancing when they see it: Older but not younger infants discriminate between synchronous and asynchronous audiovisual musical displays. <em>Journal of Experimental Child Psychology</em>, <em>159,</em> 159-174. doi:10.1016/j.jecp.2017.01.006</p> <p style="text-align: justify;">Heras, D., Cepa, A. y Lara, F. (2016). Desarrollo emocional en la infancia. Un estudio sobre las competencias emocionales de infantes y niñas. <em>International Journal of Developmental and Educational Psychology</em>, <em>1</em>(1), 67-73. Recuperado de: <a href="https://riubu.ubu.es/bitstream/handle/10259/5307/Heras-infad_2016.pdf?sequence=1">https://riubu.ubu.es/bitstream/handle/10259/5307/Heras-infad_2016.pdf?sequence=1</a></p> <p style="text-align: justify;">Ho, Y., Cheung, M. y Chan, A. (2003). Music training improves verbal but not visual memory: cross-sectional and longitudinal explorations in children. <em>Neuropsychology</em>, <em>17</em>(3), 439-450. doi:10.1037/0894-4105.17.3.439</p> <p style="text-align: justify;">Hogan, J., Cordes, S., Holochwost, S., Ryu, E., Diamond, A. y Winner, E. (2017). Is more time in general music class associated with stronger extra-musical outcomes in kindergarten? <em>Early Childhood Research Quarterly</em>, <em>45,</em> 238-248. doi:10.1016/j.ecresq.2017.12.004</p> <p style="text-align: justify;">Hyde, K., Lerch, J., Norton, A., Forgeard, M., Winner, E., Evans, A. y Schlaug, G. (2009). Musical training shapes structural brain development. <em>The Journal of Neuroscience</em>, <em>29</em>(10), 3019-3025. doi:10.1523/JNEUROSCI.5118-08.2009</p> <p style="text-align: justify;">Jaschke, A.C., Honing, H. y Scherder, E.J.A. (2018). Longitudinal analysis of music education on executive functions in primary school children. <em>Frontiers in Neuroscience</em>, <em>12</em>. doi:10.3389/fnins.2018.00103</p> <p style="text-align: justify;">Jentschke, S. y Koelsch, S. (2009). Musical training modulates the development of syntax processing in children. <em>NeuroImagen Journal</em>, <em>47</em>(2), 735-744. doi:10.1016/j.neuroimage.2009.04.090</p> <p style="text-align: justify;">Jorgensen, E. (1997). <em>Search of Music Education</em>. Illinois: University of Illinois Press.</p> <p style="text-align: justify;">Koelsch, S. y Siebel, W.A. (2005). Towards a neural basis of music perception. <em>Trends in Cognitive Sciences</em>, <em>9</em>(12), 578-584. doi:10.1016/j.tics.2005.10.001</p> <p style="text-align: justify;">Lee, Y.S., Ahn S., Holt, R.F. y Schellenberg, E.G. (2020). Rhythm and syntax processing in school-age children. <em>Developmental Psychology</em>, <em>56</em>(9), 1632-1641. doi:10.1037/dev0000969</p> <p style="text-align: justify;">Linnavalli, T., Putkinen, V., Lipsanen, J., Huotilainen, M. y Tervaniemi, M. (2018). Music playschool enhances children’s linguistic skills. <em>Scientific Reports</em>, <em>8</em>(1), 8767. doi:10.1038/s41598-018-27126-5</p> <p style="text-align: justify;">Lorenzo, O., Herrera, L., Hernández-Candelas, M. y Badea, M. (2014). Influence of music training on language development. A longitudinal study. <em>Procedia - Social and Behavioral Sciences</em>, <em>128</em>, 527-530. doi:10.1016/j.sbspro.2014.03.200</p> <p style="text-align: justify;">Miendlarzewska, E.A. y Trost, W. J. (2014). How musical training affects cognitive development: rhythm, reward and other modulating variables. <em>Frontiers in Neuroscience</em>, <em>7</em>, 279. doi:10.3389/fnins.2013.00279</p> <p style="text-align: justify;">Morán-Martinez, M.C. (2009). Psicología y Música: Inteligencia musical y desarrollo estético. <em>Revista Digital Universitaria</em>, <em>10</em>(11), 1-12. Recuperado de: <a href="http://www.revista.unam.mx/vol.10/num11/art73/int73.htm">http://www.revista.unam.mx/vol.10/num11/art73/int73.htm</a></p> <p style="text-align: justify;">Moreno, S., Bialystok, E., Barac, R., Schellenberg, E.G., Cepeda, N.J. y Chau, T. (2011). Short-term music training enhances verbal intelligence and executive function. <em>Psychological Science</em>, <em>22</em>(11), 1425-1433. doi:10.1177/0956797611416999</p> <p style="text-align: justify;">Moreno, S., Marques, C., Santos, A., Santos, M., Castro, S. y Besson, M. (2009). Musical training influences linguistic abilities in 8-year-old children: More evidence for brain plasticity. <em>Cerebral Cortex</em>, <em>19</em>(3), 712-723. doi:10.1093/cercor/bhn120</p> <p style="text-align: justify;">Moreno, S. y Besson, M. (2006). Musical training and language-related brain electrical activity in children. <em>Psychophysiology</em>, <em>43</em>(3), 287-291. doi:10.1111/j.1469-8986.2006.00401.x</p> <p style="text-align: justify;">Ohnishi, T., Matsuda, H., Asada, T., Aruga, M., Hirakata, M., Nishikawa, M., Katoh, A. y Imabayashi, E. (2001). Functional anatomy of musical perception in musicians. <em>Cerebral Cortex</em>, <em>11</em>(8), 754-760. doi:10.1093/cercor/11.8.754</p> <p style="text-align: justify;">Paolini, C.I., Oiberman, A. y Mansilla, M. (2017). Desarrollo cognitivo en la primera infancia: influencia de los factores de riesgo biológicos y ambientales. <em>Subjetividad y Procesos Cognitivos</em>, <em>21</em>(2), 162-183. Recuperado de: <a href="http://dspace.uces.edu.ar:8180/">http://dspace.uces.edu.ar:8180/</a></p> <p style="text-align: justify;">Patel, A.D. (2011). Why would musical training benefit the neural encoding of speech? The OPERA hypothesis. <em>Frontiers in Psychology</em>, <em>2</em>, 241. doi:10.3389/fpsyg.2011.00142</p> <p style="text-align: justify;">Peretz, I. (2008) Musical disorders: From behavior to genes. <em>Psychological Science</em>, <em>17</em>(5), 329-333. doi:10.1111/j.1467-8721.2008.00600.x</p> <p style="text-align: justify;">Pfeiffer, C.F. y Zamani, C. (2019). <em>Explorando el cerebro musical. Musicoterapia, música y neurociencias. </em>Buenos Aires, Argentina: Kier Editorial.</p> <p style="text-align: justify;">Putkinen, V., Tervaniemi, M., Saarikivi, K., de Vent, N. y Huotilainen, M. (2014). Investigating the effects of musical training on functional brain development with a novel Melodic MMN paradigm. <em>Neurobiology of Learning and Memory</em>, <em>110</em>, 8-15. doi:10.1016/j.nlm.2014.01.007</p> <p style="text-align: justify;">Rosales-Reynoso, M.A., Juárez-Vázquez, C.I. y Barros-Núñez, P. (2018). Evolution and genomics of the human brain. <em>Neurología</em>, <em>33</em>(4), 254-265. doi:10.1016/j.nrleng.2015.06.020</p> <p style="text-align: justify;">Sachs, M., Kaplan, J., Der-Sarkissian, A. y Habibi, A. (2017). Increased engagement of the cognitive control network associated with music training in children during an fMRI Stroop task. <em>PLoS One</em>, <em>12</em>(10),<em> </em>e0187254. doi:10.1371/journal.pone.0187254</p> <p style="text-align: justify;">Sala, G. y Gobet, F. (2017). When the music's over. Does music skill transfer to children's and young adolescents' cognitive and academic skills? A meta-analysis, <em>Educational Research Review</em>, <em>20</em>, 55-67. doi:10.1016/j.edurev.2016.11.005</p> <p style="text-align: justify;">Schlaug, G., Norton, A., Overy, K. y Winner, E. (2005). Effects of music training on the child’s brain and cognitive development. <em>Annals of New York Academy of Sciences</em>, <em>1060</em>(1), 219-230. doi:10.1196/annals.1360.015</p> <p style="text-align: justify;">Seither-Preisler, A., Parncutt. R. y Schneider, P. (2014). Size and synchronization of auditory cortex promotes musical, literacy, and attentional skills in children. <em>Journal of Neuroscience</em>, <em>34</em>(33), 10937-10949. doi:10.1523/JNEUROSCI.5315-13.2014</p> <p style="text-align: justify;">Smith, N.A., Folland, N.A., Martínez, D.M. y Trainor, L.J. (2017). Multisensory object perception in infancy: 4-month-olds perceive a mistuned harmonic as a separate auditory and visual object. <em>Cognition</em>, <em>164</em>, 1-7. doi:10.1016/j.cognition.2017.01.016</p> <p style="text-align: justify;">Strait, D.L., Slater, J., O’Connell, S. y Kraus, N. (2015). Music training relates to the development of neural mechanisms of selective auditory attention. <em>Developmental Cognitive Neuroscience</em>, <em>12,</em> 94-104. doi:10.1016/j.dcn.2015.01.001</p> <p style="text-align: justify;">Talamini, F., Grassi, M., Toffalini, E., Santoni, R. y Carretti, B. (2018). Learning a second language: Can music aptitude or music training have a role? <em>Learning and Individual Differences</em>, <em>64,</em> 1-7. doi:10.1016/j.lindif.2018.04.003</p> <p style="text-align: justify;">Trainor, L., Shahin, A. y Roberts, L. (2009). Understanding the benefits of musical training. Effects on oscillatory brain activity. <em>The Neurosciences and Music III—Disorders and Plasticity: Annals of the New York Academy of Sciences</em>, <em>1169</em>(1), 133-142. doi:10.1111/j.1749-6632.2009.04589.x</p> <p style="text-align: justify;">Trehub, S.E. (2017). Perception: Music. <em>Reference module in neuroscience and biobehavioral psychology. </em>Elsevier. doi:10.1016/B978-0-12-809324-5.05850-8</p> <p style="text-align: justify;">Trehub, S.E. y Cirelli, L.K. (2018). Precursors to the performing arts in infancy and early childhood. <em>Progress in Brain Research</em>, <em>237</em>, 225-242. doi:10.1016/bs.pbr.2018.03.008</p> <p style="text-align: justify;">Villaseñor-Cabrera, T., Castañeda-Navarrete, C.A., Esparcia, A.J., Rizo-Curiel, G. y Jiménez-Maldonado, M.E. (2018). Neurocognitive development, executive functions and social cognition in context of street children. <em>Anuario de Psicología</em>, <em>48</em>(2), 43-50. doi:10.1016/j.anpsic.2018.07.002</p> <p style="text-align: justify;">Wechsler, D. (2002). <em>WPPSI-III administration and scoring manual</em>. San Antonio, Texas: Psychological Corporation.</p> <p style="text-align: justify;">Zuk, J., Perdue, M.V., Becker, B., Yu, X., Chang, M., Raschle, N.M. y Gaab, N. (2018). Neural correlates of phonological processing: Disrupted in children with dyslexia and enhanced in musically trained children. <em>Developmental Cognitive Neuroscience</em>, <em>34,</em> 82-91. doi:10.1016/j.dcn.2018.07.001</p> | - |
| dc.rights | Copyright (c) 2021 Revista Electrónica de LEEME | es-ES |
| dc.rights | http://creativecommons.org/licenses/by/4.0 | es-ES |
| dc.source | Electronic Journal of Music in Education; NÚM. 47 (2021): REVISTA ELECTRÓNICA DE LEEME; 39-60 | en-US |
| dc.source | Revista Electrónica de LEEME; NÚM. 47 (2021): REVISTA ELECTRÓNICA DE LEEME; 39-60 | es-ES |
| dc.source | 1575-9563 | - |
| dc.subject | en-US | |
| dc.subject | Music; Infants; Transfer of Learning; Brain Plasticity. | en-US |
| dc.subject | Educación musical | es-ES |
| dc.subject | Música; infantes; transferencia de aprendizaje; plasticidad cerebral. | es-ES |
| dc.title | Brain plasticity and musical training in infants. A systematic review | en-US |
| dc.title | Plasticidad cerebral y entrenamiento musical en niños. Una revisión sistemática. | es-ES |
| dc.type | info:eu-repo/semantics/article | - |
| dc.type | info:eu-repo/semantics/publishedVersion | - |
| dc.type | Artículo revisado por pares | es-ES |
| dc.type | Mixto | es-ES |
| dc.type | en-US | |
| Aparece en las colecciones: | Institut Universitari de Creativitat i Innovacions Educatives - ICIE - Cosecha | |
Ficheros en este ítem:
No hay ficheros asociados a este ítem.
Los ítems de DSpace están protegidos por copyright, con todos los derechos reservados, a menos que se indique lo contrario.