JOURNAL BROWSE
Search
Advanced SearchSearch Tips
Correlation Between Rhythm Reproduction Task Performance and Cognitive Function in School-Aged Children
facebook(new window)  Pirnt(new window) E-mail(new window) Excel Download
  • Journal title : Journal of Music and Human Behavior
  • Volume 13, Issue 1,  2016, pp.1-18
  • Publisher : Korea Music Therapy Education Association
  • DOI : 10.21187/jmhb.2016.13.1.001
 Title & Authors
Correlation Between Rhythm Reproduction Task Performance and Cognitive Function in School-Aged Children
Oh, So-young; Chong, Hyun Ju;
  PDF(new window)
 Abstract
This study examined the correlation between the rhythm reproduction performance and cognitive function of school-aged children. A total of 59 third grade elementary students participated in this study. An iPad-based rhythm reproduction task, the Digit Span Test (DST), the Children`s Color Trails Test (CCTT), and a self-paced tapping task via a MIDI keyboard were conducted for each participant. The results demonstrated that scores at each stage of the iPad-based rhythm reproduction test showed different patterns of correlation with cognitive function test scores. This result suggests that accuracy of a simple rhythm task is correlated to speed of self-paced tapping (second). Also cognitive function may affect rhythm grouping ability. Results of this analysis for each of 20 rhythm items showed that there was a common rhythm characteristics that correlated with executive function, working memory or self-paced tapping speed. These results indicate that rhythm ability is related to, and predictive of, the level of cognitive functioning in elementary school students and can be used as an useful parameter when examining cognitive function of school-aged children in multifaceted dimensions.
 Keywords
rhythm task performance;digit span test;children`s color trail test;self-paced tapping;elementary school students;
 Language
Korean
 Cited by
 References
1.
Anderson, P. (2002). Assessment and development of executive function (EF) during childhood. Child Neuropsychology, 8(2), 71-82. crossref(new window)

2.
Ashcraft, M. H. (1998). Fundamentals of cognition. New York: Longman.

3.
Baars, B. J., & Gage, N. M. (2010). Cognition, brain, and consciousness: Introduction to cognitive neuroscience (B. G. Kang, Trans.). Paju: Kyobo (Original work published 2004)

4.
Banich, M. T. (2009). The student's guide to cognitive neuroscience (M. S. Kim, et al. Trans.). Seoul: Sigmapress. (Original work published 2004)

5.
Chelonis, J. J., Flake, R. A., Baldwin, R. L., Blake, D. J., & Paule, M. G. (2004). Developmental aspects of timing behavior in children. Neurotoxicology and Teratology, 26(3), 461-476. crossref(new window)

6.
Cho, H. I. (2014). The relationship between social, academic achievement goal orientation, self-determination theory, academic achievement, and school adjustment. Journal of Elementary Education, 27(4), 207-229.

7.
Chong, H. J. (2006). Relationship between music cognitive skills and academic skills. Korean Journal of Music Therapy Education, 3(1), 63-76.

8.
Deutsch, D. (1999). The psychology of music (2nd ed.). San Diego, SD: University of California.

9.
Do, R. M., Cho, S. C., Kim, B. N., Kim, J. W., & Shin, M. S. (2010). Development of executive function in childhood. Journal of the Korean Association of Psychotherapy, 2(2), 1-12.

10.
Duerksen, G., & Chong, H. J. (2013). Preliminary study on developing protocol for music therapy assessment for cognitive and emotional-behavior domain using rhythm (MACED-Rhythm). Journal of Music and Human Behavior, 10(1), 67-83.

11.
Hargreaves, D. J. (2010). The developmental psychology of music (J. Y. Na, Trans.). Seoul: Kyohaksa. (Original work published 1986)

12.
Henson, R. N. A., Burgess, N., & Frith, C. D. (2000). Recoding, storage, rehearsal and grouping in verbal short-term memory: An fMRI study. Neuropsychologia, 38(4), 426-440. crossref(new window)

13.
Holm, L., Ullen, F., & Madison, G. (2011). Intelligence and temporal accuracy of behaviour: Unique and shared associations with reaction time and motor timing. Experimental Brain Research, 214(2), 175-183. crossref(new window)

14.
Holm, L., Ullen, F., & Madison, G. (2013). Motor and executive control in repetitive timing of brief intervals. Journal of Experimental Psychology, 39(2), 365-380.

15.
Hwang, S. T., Kim, J. H., Park, G. B., Choi, J. Y., & Hong, S. H.(2008). Korean-Wechsler Adult Intelligence Scale (4th ed.). Daegu: Korea Psychology.

16.
Kang, Y. W., Jin, J. H., & Na, D. L. (2002). A normative study of the digit span test for the elderly. Korean Journal of Clinical Psychology, 21(4), 911-922.

17.
Kalat, J. W. (1984). Biological psychology (2nd ed.). Belmont, CA: Wadsworth Publishing Company.

18.
Kim, S. Y., & Hong, S. J. (2009). Investigating the effect of students’ background characteristics on the basic academic skill test for the 3rd grade students. Journal of Elementary Education, 22(2), 233-256.

19.
Kong, Y. S., & Lim, J. Y. (2011). Analysis of trends in research on executive function. Child Education, 20(1), 61-75.

20.
Kwon, J. R. (2013). Analysis on the 3rd graders' achievement in the elementary school-focused on the result of the grade 3 diagnostic assessment of basic competency in 2011-. Education of Primary School Mathematics, 16(2), 163-184. crossref(new window)

21.
Lee, J. S. (2004). An analysis on the reading and writing basic achievement of elementary school 3rd grade students. Journal of Reading Research, 11, 301-326.

22.
No, M. J., & Park, H. W. (2011). Influence of executive control on preschool adaptation in normal and attention problem children. Journal of the Association of Cognitive Development and Intervention, 2(2), 17-42.

23.
Park, G. S., & Joo, D. C. (2013). The effects of the music activities on the self-efficacy and the adaptation of new students in the elementary school. Korean Journal of Gestalt Counseling, 3(2), 57-69.

24.
Park, J. R., & Song, H. J. (2012). Development and validation of children’s executive function deficits inventory (CEFDI). Korean Journal of Clinical Psychology, 31(1), 1-23. crossref(new window)

25.
Parmentier, F. B., Maybery, M. T., & Jones, D. M. (2004). Temporal grouping in auditory spatial serial memory. Psychonomic Bulletin & Review, 11(3), 501-507. crossref(new window)

26.
Radocy, R. E., & Boyle, J. B. (2001). Music Psychology, (B. C. Choi, & G. J. Bang, Trans.). Seoul: Hakjisa. (Original work published 1997)

27.
Ryan, J. (1969). Grouping and short-term memory: Different means and patterns of grouping. Quarterly Journal of Experimental Psychology, 21(2), 137-147. crossref(new window)

28.
Seung, Y. H. (2012). An understanding of bottom-up/top-down processing and a reconsideration of musical thinking. Korean Journal of Research in Music Education, 41(2), 147-169.

29.
Shin, M. S., & Gu, H. J. (2007). Children's color trails test: Professional manual. Seoul: Hakjisa.

30.
Shin, Y. H., Yun, J. Y., & Lee, S. B. (2010). A study on executive function and problem behavior type for a children with maladjustment behaviors in school environment and general children. Journal of Special Education & Rehabilitation Science, 49(1), 197-213.

31.
Song, C. W. (2010). The study on education research of executive function of the children with learning disorders: Theoretical character and individual teaching approach. Korea Journal of Learning Disabilities, 7(3), 81-104.

32.
Song, H. J. (2011). Executive function and school adjustment in elementary school students. Journal of the Korean Association of Psychotherapy, 3(2), 31-39.

33.
Ullen, F., Forsman, L., Blom, O., Karabanov, A., & Madison, G. (2008). Intelligence and variability in a simple timing task share neural substrates in the prefrontal white matter. The Journal of Neuroscience, 28(16), 4238-4243. crossref(new window)

34.
Ullen, F., Soderlund, T., Kaaria, L., & Madison, G. (2009) Bottom-up mechanisms are involved in the relation between accuracy in timing tasks and intelligence: Further evidence using manipulations of state motivation. Intelligence, 40(2), 100-106.

35.
Zelazo, P. D., Muller, U., Frye, D., & Marcovitch, S. (2003). The development of executive function in early childhood. Monographs of the Society for Research in Child Development, 68(3), I-151.