Étude du développement typique de la cognition visuelle et sociale chez les jeunes enfants (12-48 mois): une contribution au diagnostic précoce des troubles du spectre autistique

Les études sur le développement ont permis d’identifier certains dysfonctionnements de la cognition sociale et de l’attention visuelle comme des prédicteurs robustes des troubles du spectre autistique (TSA). Toutefois, le diagnostic et les études sur le TSA sont principalement effectués dans les pays industrialisés ; il existe de ce fait un manque d’informations concernant les particularités du trouble dans le cadre d’un diagnostic effectué dans des pays à bas revenus. Pourtant, une connaissance préalable des trajectoires développementales typiques est nécessaire pour pouvoir situer les enfants à risque. Le but de la présente étude a été d’étudier les trajectoires développementales de certains aspects du développement sociocognitif chez des jeunes enfants (12-48 mois) avec un développement typique, et ainsi vérifier que ces comportements sont bien présents avec les stimuli utilisés et correspondent aux étapes développementales décrites dans la littérature internationale. En effet, en rendant compte de la présence des comportements typiques, nous pouvons alors signaler des comportements alertants qui suggèreraient que l’enfant ait besoin d’une évaluation approfondie..

La musique à l’école ::à quoi bon ?

Apprendre à jouer d’un instrument de musique à l’école publique est encore une exception en Suisse romande. Pourtant les bienfaits de la pratique musicale semblent multiples. Une étude sur deux ans évaluera l’impact de l’initiative "Orchestre en classe" sur le développement de l’enfant tout-venant

How Musicality, Cognition and Sensorimotor Skills Relate in Musically Untrained Children

Whereas a growing corpus of research has investigated the impact of music practice on several domains of cognition, studies on the relationships between musicality and other abilities and skills in musically untrained children are scarce. The present study examined the associations between musicality, cognition, and sensorimotor skills in 69 musically untrained primary school children of around 10 years of age, using a test battery of musical, cognitive, and sensorimotor abilities. We analyzed the results using nonparametric correlations and an exploratory factor analysis. It was our anticipation that basic cognitive resources (short-term and working memory, attention, processing speed) would relate to both higher-order cognition and musicality. Results indicated that, in musically untrained children, the interconnections between musical and cognitive abilities restrain to auditory short-term and working memory. Direct associations between musicality and higher-order cognitive processes did not occur. An interesting secondary finding comprised associations between sensorimotor function, as measured by the Purdue Pegboard test, and higher-order cognition. Specifically, we found an association between bimanual coordination of fine finger dexterity and matrix reasoning. This outcome suggests that higher-order cognitive function benefits from an efficient mastering of procedural aspects of sensorimotor skills

Orchestre en classe ::un programme sur le développement cognitif et sensorimoteur de l'enfant

Cette étude longitudinale sur deux ans a permis de comparer, à travers des tests standardisés, le développement cognitif et sensorimoteur de deux groupes d'enfants scolarisé-es au sein d'une école publique genevoise (10-11 ans). Un a suivi le programme Orchestre en Classe et l'autre a suivi des cours de musique standards en Suisse romande, d'une même durée et fréquence. Les cours standards consistent en une sensibilisation à la musique par l'écoute, par le chant et par le jeu ponctuel d'instruments de musique simples (percussion, flute à bec)

Formal string instrument training in a class setting enhances cognitive and sensorimotor development of primary school children

This cluster randomized controlled trial provides evidence that focused musicalinstrumental practice, in comparison to traditional sensitization to music, provokesmultiple transfer effects in the cognitive and sensorimotor domain. Over the last 2 yearsof primary school (10–12 years old), 69 children received group music instruction byprofessional musicians twice a week as part of the regular school curriculum. Theintervention group learned to play string instruments, whereas the control group (i.e.,peers in parallel classes) was sensitized to music via listening, theory and some practice.Broad benefits manifested in the intervention group as compared to the control groupfor working memory, attention, processing speed, cognitive flexibility, matrix reasoning,sensorimotor hand function, and bimanual coordination Apparently, learning to play acomplex instrument in a dynamic group setting impacts development much strongerthan classical sensitization to music. Our results therefore highlight the added value ofintensive musical instrumental training in a group setting within the school curriculum.These results encourage general implementation of such training in public primaryschools, thus better preparing children for secondary school and for daily living activities

Improved speech in noise perception in the elderly after six months of musical instruction

Understanding speech in background noise poses a challenge in daily communication, which is a particular problem among the elderly. Although musical expertise has often been suggested to be a contributor of speech intelligibility, the associations are mostly correlative. In the present multisite study conducted in Germany and Switzerland, 156 healthy, normal-hearing elderly were randomly assigned to either piano playing or physically music listening/musical culture groups. The speech reception threshold was assessed using the International Matrix Test before and after a six months intervention. Bayesian multilevel modeling revealed an improvement of both groups over time under binaural conditions. Additionally, the speech reception threshold of the piano group decreased during stimuli presentation to the left ear. A right ear improvement only occurred in the German piano group. Furthermore, improvements were predominantly found in women. These findings are discussed in the light of current neuroscientific theories on hemispheric lateralization and biological sex differences. The study indicates a positive transfer from musical training to speech processing, probably supported by the enhancement of auditory processing and improvement of general cognitive functions

Improved speech in noise perception in the elderly after 6 months of musical instruction

Understanding speech in background noise poses a challenge in daily communication, which is a particular problem among the elderly. Although musical expertise has often been suggested to be a contributor to speech intelligibility, the associations are mostly correlative. In the present multisite study conducted in Germany and Switzerland, 156 healthy, normal-hearing elderly were randomly assigned to either piano playing or music listening/musical culture groups. The speech reception threshold was assessed using the International Matrix Test before and after a 6 month intervention. Bayesian multilevel modeling revealed an improvement of both groups over time under binaural conditions. Additionally, the speech reception threshold of the piano group decreased during stimuli presentation to the left ear. A right ear improvement only occurred in the German piano group. Furthermore, improvements were predominantly found in women. These findings are discussed in the light of current neuroscientific theories on hemispheric lateralization and biological sex differences. The study indicates a positive transfer from musical training to speech processing, probably supported by the enhancement of auditory processing and improvement of general cognitive functions

Train the brain with music (TBM) ::brain plasticity and cognitive benefits induced by musical training in elderly people in Germany and Switzerland, a study protocol for an RCT comparing musical instrumental practice to sensitization to music

Background : Recent data suggest that musical practice prevents age-related cognitive decline. But experimental evidence remains sparse and no concise information on the neurophysiological bases exists, although cognitive decline represents a major impediment to healthy aging. A challenge in the field of aging is developing training regimens that stimulate neuroplasticity and delay or reverse symptoms of cognitive and cerebral decline. To be successful, these regimens should be easily integrated in daily life and intrinsically motivating. This study combines for the first-time protocolled music practice in elderly with cutting-edge neuroimaging and behavioral approaches, comparing two types of musical education. Methods : We conduct a two-site Hannover-Geneva randomized intervention study in altogether 155 retired healthy elderly (64–78) years, (63 in Geneva, 92 in Hannover), offering either piano instruction (experimental group) or musical listening awareness (control group). Over 12 months all participants receive weekly training for 1 hour, and exercise at home for ~ 30 min daily. Both groups study different music styles. Participants are tested at 4 time points (0, 6, and 12 months & post-training (18 months)) on cognitive and perceptual-motor aptitudes as well as via wide-ranging functional and structural neuroimaging and blood sampling. Discussion : We aim to demonstrate positive transfer effects for faculties traditionally described to decline with age, particularly in the piano group: executive functions, working memory, processing speed, abstract thinking and fine motor skills. Benefits in both groups may show for verbal memory, hearing in noise and subjective well-being. In association with these behavioral benefits we anticipate functional and structural brain plasticity in temporal (medial and lateral), prefrontal and parietal areas and the basal ganglia. We intend exhibiting for the first time that musical activities can provoke important societal impacts by diminishing cognitive and perceptual-motor decline supported by functional and structural brain plasticity