Event Abstract

Studying Neural Correlates of Music Features in the Early Years Education and Development Process: A Preliminary Understanding based on a Taxonomical Classification and Logistic Regression Analysis

  • 1 Canadian University of Dubai, United Arab Emirates
  • 2 Iowa State University, United States

Background Around the globe, we all the more see the intentional usage of music and sound to increasingly expand as a ‘tool’ of biological intervention in the context of the perinatal care-giving and education (Pouraboli et al., 2018; Martin, 2014; Dorn et al., 2014; Fritz et al., 2014; Dearn & Shoemark, 2014; Chorna et al., 2014; Amini et al., 2013; Partanen et al., 2013; Discenza, 2013; Allen, 2013; Lai et al., 2006; Standley, 2003). Investigations have clearly shown that there are functional specialisations for music and sound processing in the very young human brain, having definite developmental extensions (for example Habibi et al., 2018; Perani et al., 2010; Winkler et al., 2009). The fact that music and sound engagement has been also proven to provide an element of positive socio-psychological development in the first years of life, strengthens the aforementioned trend (Bargiel, 2002; Pound and Harrison, 2010; Alipour et al., 2013; Arya et al., 2012; Tagore, 2009; Cirelli, Trehub & Trainor, 2018; Virtala & Partanen, 2018). Problem Statement Despite the emerging scientific literature, no review or meta analytical studies have been actualised so far in relation to the quality of musical features used in the early years education and development contexts and their direct recorded impact on the brain. Hence, someone may critically question if there are any specific profiles of musical features (for example rhythm and pitch combinations) interacting with specific brain regions in these early years, especially when knowing that cortical dynamics change across the life span (Gogtay, 2004) and therefore later in life structural of functional findings cannot be used in the specific early age range. Does certain brain activation and perhaps enhanced development correlates with specific musical features found in specific activities of development and education in the early years? Research Questions and Goal In light of the above inquiries and problem statement, we formulated the following research questions: - Which are these basic musical features (pitch, timbre, dynamics, texture, duration and form) mostly connected to the early years (0-6 years old; infants/toddlers/children/babies) brain development according to the relevant available literature? - Is there a specific taxonomic regression that can be provided in between specific Regions of Activations (ROAs) in the brain and the musical features found to be correlated to these ROAs according to their presence in the research praxis? Trying to answer the above questions, this study aims to pinpoint and ‘weigh’ the correlation between musical features and their application in developmental activities through their imprint in the brain structure and function. Method To achieve the above mentioned goal, the study accessed and analysed data found in the relevant literature, providing in the end a taxonomical contingency table based on a multi-class classification process as of the two aforementioned categories of variables: (a) musical features used in inducing development through education/development and (b) regions of brain activations (ROAs) these features refer to. A multinomial logistic regression was calculated to provide the end result. More specifically to the study method, N=7 related articles (Lordier et al., 2018; Ellis et al., 2012; Blasi et al., 2011; Dehaene-Lambertz et al., 2010; Perani et al., 2010; Overy et al., 2005; Overy et al., 2004) where finally accessed and systematically analysed after screening and clearing 2659 relevant articles found on the scientific research engines Google Scholar and PubMed, as well as the ‘Fondazione Pierfranco e Luisa Mariani’ articles repository of neuromusical research. To generate relevant to our study article results, we used the keywords “music + brain (or brains or MRI or Magnetic Resonance Imaging or NIRS or Near Infrared Spectroscopy) + infants (or preschoolers or children or babies) + development (or progress or education)” in various combinations. Articles were qualified to be included in our study only if all of the following three characteristics were present in content: (a) referring to the aforementioned basic musical features, (b) referring to brain regions pinpointed through relevant structural and functional neuroimaging methods, (c) referring to the 0-6 children age range and their development/education that may happen through active or passive music listening. For the development/education characteristic, we intentionally left it rule-free, including all sides of formal and informal education and development systems; understood as progress, or pointing towards brain change through a systemic intervention). We did not use instrumental training related articles, as this would refer to a completely different brain functioning (heavily including motor related activities), hence developmental approach. After analysing and taxonomising the qualifying content in a taxonomical contingency table (table 1), we calculated the logistic regression. Results During our preliminary analysis on the collected data (table 1), we treated brain ROAs as the dependent variable while having a set of two independent variables: (a) the music features and (b) the hemispheres. Our basic calculations passed Pearson’s chi-squared goodness-of-fit (p < 0.05). In relation to the predictors, features and hemispheres could not provide a complete picture of the ROAs per the Likelihood Ratio Test (p > 0.05). Neither predictor yielded statistically significant results. The right hemisphere, however, consistently approached significance whereas the music features did not (Table 2). Finally we ran a moderator variable analysis. Meta-analytic techniques were applied to moderator variables (publication year, participant age and sample size) exploring publication bias and model validity. Although results indicated minimal threats, the number of articles represented within the analysis (N = 7) may discourage broad generalisability. At this stage, we realise that our preliminary findings are fundamentally limited by the only available data represented in the articles we qualified throughout our systematic literature analysis. However, understanding even at this basic level how musical features influence patterns of brain activation in the early years development, may inform future structuring of research protocols exploring specific music education methodology-mediated changes of brain development.

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References

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Keywords: music and neuroscience, Education, early years development, music education, Music education and development, Brain Development, infants

Conference: 4th International Conference on Educational Neuroscience, Abu Dhabi, United Arab Emirates, 10 Mar - 11 Mar, 2019.

Presentation Type: Poster Presentation

Topic: Educational Neuroscience

Citation: Papatzikis E, Svec C and Tsakmakidou N (2019). Studying Neural Correlates of Music Features in the Early Years Education and Development Process: A Preliminary Understanding based on a Taxonomical Classification and Logistic Regression Analysis. Conference Abstract: 4th International Conference on Educational Neuroscience. doi: 10.3389/conf.fnhum.2019.229.00031

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Received: 26 Feb 2019; Published Online: 27 Sep 2019.

* Correspondence: Dr. Efthymios Papatzikis, Canadian University of Dubai, Dubai, United Arab Emirates, efp331@mail.harvard.edu