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dc.contributor.author | MacCutcheon, Douglas![]() |
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dc.contributor.author | Fullgrabe, Christian![]() |
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dc.contributor.author | Eccles, Renata![]() |
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dc.contributor.author | Van der Linde, Jeannie![]() |
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dc.contributor.author | Panebianco-Warrens, Clorinda Rosanna![]() |
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dc.contributor.author | Ljung, Robert![]() |
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dc.date.accessioned | 2020-05-27T07:49:43Z | |
dc.date.available | 2020-05-27T07:49:43Z | |
dc.date.issued | 2020-01-10 | |
dc.description.abstract | The benefits in speech-in-noise perception, language and cognition brought about by extensive musical training in adults and children have been demonstrated in a number of cross-sectional studies. Therefore, this study aimed to investigate whether one year of school-delivered musical training, consisting of individual and group instrumental classes, was capable of producing advantages for speech-in-noise perception and phonological short-term memory in children tested in a simulated classroom environment. Forty-one children aged 5–7 years at the first measurement point participated in the study and either went to a music-focused or a sport-focused private school with an otherwise equivalent school curriculum. The children’s ability to detect number and color words in noise was measured under a number of conditions including different masker types (speech-shaped noise, single-talker background) and under varying spatial combinations of target and masker (spatially collocated, spatially separated). Additionally, a cognitive factor essential to speech perception, namely phonological short-term memory, was assessed. Findings were unable to confirm that musical training of the frequency and duration administered was associated with a musicians’ advantage for either speech in noise, under any of the masker or spatial conditions tested, or phonological short-term memory. | en_ZA |
dc.description.department | Music | en_ZA |
dc.description.department | Speech-Language Pathology and Audiology | en_ZA |
dc.description.librarian | am2020 | en_ZA |
dc.description.sponsorship | The Swedish Foundation for International Cooperation in Research and Higher Education. | en_ZA |
dc.description.uri | http://www.frontiersin.org/Psychology | en_ZA |
dc.identifier.citation | MacCutcheon D, Füllgrabe C, Eccles R, van der Linde J, Panebianco C and Ljung R (2020) Investigating the Effect of One Year of Learning to Play a Musical Instrument on Speech-in-Noise Perception and Phonological Short-Term Memory in 5-to-7-Year-Old Children. Frontiers in Psychology 10:2865. DOI: 10.3389/fpsyg.2019.02865. | en_ZA |
dc.identifier.issn | 1664-1078 (online) | |
dc.identifier.other | 10.3389/fpsyg.2019.02865 | |
dc.identifier.uri | http://hdl.handle.net/2263/74744 | |
dc.language.iso | en | en_ZA |
dc.publisher | Frontiers Media | en_ZA |
dc.rights | © 2020 MacCutcheon, Füllgrabe, Eccles, van der Linde, Panebianco and Ljung. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). | en_ZA |
dc.subject | Speech in noise | en_ZA |
dc.subject | Phonological short-term memory | en_ZA |
dc.subject | Musical training | en_ZA |
dc.subject | Children | en_ZA |
dc.subject | Cognition | en_ZA |
dc.subject.other | Music articles SDG-03 | |
dc.subject.other | SDG-03: Good health and well-being | |
dc.subject.other | Music articles SDG-04 | |
dc.subject.other | SDG-04: Quality education | |
dc.subject.other | Music articles SDG-10 | |
dc.subject.other | SDG-10: Reduced inequalities | |
dc.title | Investigating the effect of one year of learning to play a musical instrument on speech-in-noise perception and phonological short-term memory in 5-to-7-year-old children | en_ZA |
dc.type | Article | en_ZA |