Musical instrument training program improves verbal memory and neural efficiency in novice older adults

楽器訓練で高齢者の認知機能が向上することを確認 --訓練による脳活動の変化を高齢者で初報告--. 京都大学プレスリリース. 2020-12-24.Previous studies indicate that musical instrument training may improve the cognitive function of older adults. However, little is known about the neural origins of training‐related improvement in cognitive function. Here, we assessed the effects of instrumental training program on cognitive functions and neural efficiency in musically naïve older adults (61–85 years old). Participants were assigned to either the intervention group, which received a 4‐month instrumental training program using keyboard harmonica, or a control group without any alternative training. Cognitive measurements and functional magnetic resonance imaging during visual working memory (VWM) task were administered before and after the intervention in both groups. Behavioral data revealed that the intervention group significantly improved memory performance on the test that measures verbal recall compared to the control group. Neuroimaging data revealed that brain activation in the right supplementary motor area, left precuneus, and bilateral posterior cingulate gyrus (PCgG) during the VWM task decreased after instrumental training only in the intervention group. Task‐related functional connectivity (FC) analysis revealed that the intervention group showed decreased FC between the right PCgG and left middle temporal gyrus, and between the left putamen and right superior temporal gyrus (lPu‐rSTG) during a VWM task after the intervention. Furthermore, a greater improvement in memory performance in the intervention group was associated with a larger reduction in lPu‐rSTG FC, which might be interpreted as improved neural efficiency. Our results indicate that the musical instrument training program may contribute to improvements in verbal memory and neural efficiency in novice older adults

The Japanese translation of the Gold-MSI: Adaptation and validation of the self-report questionnaire of musical sophistication

This study presents a Japanese translation of the Goldsmiths Musical Sophistication Index (Gold-MSI). The index consists of 38 self-report questions and provides a general sophistication score as well as subscale scores for Active Engagement, Perceptual Abilities, Musical Training, Singing Abilities, and Emotions. The validation of the translation with 689 native Japanese speakers indicated excellent internal consistency and test–retest reliability. Confirmatory factor analysis revealed that the bifactor model structure formulated by the original study of Gold-MSI is maintained reasonably in our data. The strengths of the Gold-MSI self-report inventory are (1) it offers a multifaceted view of musical sophistication, (2) a subset of five subscales can be used to measure different aspects of musical sophistication independently, and (3) the ease of administration as it is a self-report questionnaire. In view of the fact that this inventory and its translations increasingly contribute to research on musical expertise, skills, and abilities, having a Japanese translation may enhance future research in these areas even further

Identification of BC005512 as a DNA Damage Responsive Murine Endogenous Retrovirus of GLN Family Involved in Cell Growth Regulation

Genotoxicity assessment is of great significance in drug safety evaluation, and microarray is a useful tool widely used to identify genotoxic stress responsive genes. In the present work, by using oligonucleotide microarray in an in vivo model, we identified an unknown gene BC005512 (abbreviated as BC, official full name: cDNA sequence BC005512), whose expression in mouse liver was specifically induced by seven well-known genotoxins (GTXs), but not by non-genotoxins (NGTXs). Bioinformatics revealed that BC was a member of the GLN family of murine endogenous retrovirus (ERV). However, the relationship to genotoxicity and the cellular function of GLN are largely unknown. Using NIH/3T3 cells as an in vitro model system and quantitative real-time PCR, BC expression was specifically induced by another seven GTXs, covering diverse genotoxicity mechanisms. Additionally, dose-response and linear regression analysis showed that expression level of BC in NIH/3T3 cells strongly correlated with DNA damage, measured using the alkaline comet assay,. While in p53 deficient L5178Y cells, GTXs could not induce BC expression. Further functional studies using RNA interference revealed that down-regulation of BC expression induced G1/S phase arrest, inhibited cell proliferation and thus suppressed cell growth in NIH/3T3 cells. Together, our results provide the first evidence that BC005512, a member from GLN family of murine ERV, was responsive to DNA damage and involved in cell growth regulation. These findings could be of great value in genotoxicity predictions and contribute to a deeper understanding of GLN biological functions

The effect of singing the melody in the practice of the piano

The aim of this study was to test a hypothesis that if learners created more precise auditory representation from singing a melody, they could learn piano playing to reach at a higher level of performance. Seven novice piano players of varied ages learned to play novel musical pieces with and without singing their melodies. The time period of practice sessions for learning each melody with and without singing conditions was equalized. After all practice sessions, their performances were recorded to MD. The players themselves and 13 qualified piano teachers as a third party evaluated recorded music based on preciseness of performance with the given score, naturalness of the melody, and appropriateness of expression of the music. In addition, the present experimenter counted the percentages of error-free notes. The mean values of each of these variables for the singing and non-singing conditions were compared within each of the learners. It was found that four of the players attained higher scores under the singing condition than the non-singing condition whereas the others were opposite. The former group of players was found to have greater experience of daily singing than the latter group of players. Within each participant, the results of the evaluation were fairly consistent among the self-judgments, the third party’s evaluations, and the percentage of error-free notes. It was concluded that the auditory representation articulated by singing could play a role in facilitating learning piano playing for the learners having familiarity with singing

Improved Digit Span in Children after a 6-Week Intervention of Playing a Musical Instrument: An Exploratory Randomized Controlled Trial

Previous studies have reported that music training not only improves children's musical skills, but also enhances their cognitive functions. However, there is a disagreement about what domain(s) might be affected. Moreover, effects of short-term (<several months) instrumental training have not been examined, although more basic studies have suggested neuroplasticity within several weeks. Consequently, the present exploratory pilot study investigated the effect of a six-week instrumental practice program (i.e., playing the keyboard harmonica) on children's cognitive functions using a randomized controlled trial. Forty children (aged 6–8 years) were randomly assigned to either the experimental group (n = 20), which received a 6-week (12-session) keyboard harmonica curriculum, or an untrained control group (n = 20). Different from traditional instrumental training, the curriculum did not use musical scores to emphasize creating association between sound (auditory modality) and finger movement (somato-motor system). Cognitive measurements included verbal ability, processing speed, working memory, and inhibitory control, which were administered before and after the curriculum in both groups. After the 6-week training, only the experimental group showed a significant improvement in the Digit Span test (especially in the Digit Span Backward) that measures working memory. However, no significant influences were found on the other cognitive tests. The result suggests that several weeks of instrumental music training may be beneficial to improving children's working memory. In addition, we used an inexpensive and portable keyboard harmonica; therefore, our instructional method is easy to apply in classrooms or other circumstances. If the method is applied to music lessons in schools or in the community, it may help improve children's working memory

Improved Digit Span in Children after a 6-Week Intervention of Playing a Musical Instrument: An Exploratory Randomized Controlled Trial

Previous studies have reported that music training not only improves children's musical skills, but also enhances their cognitive functions. However, there is a disagreement about what domain(s) might be affected. Moreover, effects of short-term (<several months) instrumental training have not been examined, although more basic studies have suggested neuroplasticity within several weeks. Consequently, the present exploratory pilot study investigated the effect of a six-week instrumental practice program (i.e., playing the keyboard harmonica) on children's cognitive functions using a randomized controlled trial. Forty children (aged 6–8 years) were randomly assigned to either the experimental group (n = 20), which received a 6-week (12-session) keyboard harmonica curriculum, or an untrained control group (n = 20). Different from traditional instrumental training, the curriculum did not use musical scores to emphasize creating association between sound (auditory modality) and finger movement (somato-motor system). Cognitive measurements included verbal ability, processing speed, working memory, and inhibitory control, which were administered before and after the curriculum in both groups. After the 6-week training, only the experimental group showed a significant improvement in the Digit Span test (especially in the Digit Span Backward) that measures working memory. However, no significant influences were found on the other cognitive tests. The result suggests that several weeks of instrumental music training may be beneficial to improving children's working memory. In addition, we used an inexpensive and portable keyboard harmonica; therefore, our instructional method is easy to apply in classrooms or other circumstances. If the method is applied to music lessons in schools or in the community, it may help improve children's working memory