| Autor: |
Worschech F; Institute of Music Physiology and Musician's Medicine, Hanover University of Music, Drama and Media, 30175 Hanover, Germany.; Center for Systems Neuroscience, 30559 Hanover, Germany., Passarotto E; Institute of Music Physiology and Musician's Medicine, Hanover University of Music, Drama and Media, 30175 Hanover, Germany.; Department of Neuroscience, University of Padova, 35121 Padova, Italy., Losch H; Institute of Music Physiology and Musician's Medicine, Hanover University of Music, Drama and Media, 30175 Hanover, Germany.; Institute for Music Education Research, Hanover University of Music, Drama and Media, 30175 Hanover, Germany., Oku T; NeuroPiano Institute, Kyoto 600-8086, Japan.; College of Engineering and Design, Shibaura Institute of Technology, Tokyo 135-8548, Japan., Lee A; Institute of Music Physiology and Musician's Medicine, Hanover University of Music, Drama and Media, 30175 Hanover, Germany.; Center for Systems Neuroscience, 30559 Hanover, Germany.; Department of Neurology, Klinikum Rechts der Isar Technische Universität München, 80333 Munich, Germany., Altenmüller E; Institute of Music Physiology and Musician's Medicine, Hanover University of Music, Drama and Media, 30175 Hanover, Germany.; Center for Systems Neuroscience, 30559 Hanover, Germany. |
| Abstrakt: |
The acquisition of skills, such as learning to play a musical instrument, involves various phases that make specific demands on the learner. Knowledge of the cognitive and motor contributions during learning phases can be helpful in developing effective and targeted interventions for healthy aging. Eighty-six healthy older participants underwent an extensive cognitive, motoric, and musical test battery. Within one session, one piano-related and one music-independent movement sequence were both learned. We tested the associations between skill performance and cognito-motor abilities with Bayesian mixed models accounting for individual learning rates. Results showed that performance was positively associated with all cognito-motor abilities. Learning a piano-related task was characterized by relatively strong initial associations between performance and abilities. These associations then weakened considerably before increasing exponentially from the second trial onwards, approaching a plateau. Similar performance-ability relationships were detected in the course of learning a music-unrelated motor task. Positive performance-ability associations emphasize the potential of learning new skills to produce positive cognitive and motor transfer effects. Consistent high-performance tasks that demand maximum effort from the participants could be very effective. However, interventions should be sufficiently long so that the transfer potential can be fully exploited. |
