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Musicians and music making as a model for the study of brain plasticity

Identifieur interne : 000D49 ( Pmc/Curation ); précédent : 000D48; suivant : 000D50

Musicians and music making as a model for the study of brain plasticity

Auteurs : Gottfried Schlaug

Source :

RBID : PMC:4430083

Abstract

Playing a musical instrument is an intense, multisensory, and motor experience that usually commences at an early age and requires the acquisition and maintenance of a range of sensory and motor skills over the course of a musician’s lifetime. Thus, musicians offer an excellent human model for studying behavioral-cognitive as well as brain effects of acquiring, practicing, and maintaining these specialized skills. Research has shown that repeatedly practicing the association of motor actions with specific sound and visual patterns (musical notation), while receiving continuous multisensory feedback will strengthen connections between auditory and motor regions (e.g., arcuate fasciculus) as well as multimodal integration regions. Plasticity in this network may explain some of the sensorimotor and cognitive enhancements that have been associated with music training. Furthermore, the plasticity of this system as a result of long term and intense interventions suggest the potential for music making activities (e.g., forms of singing) as an intervention for neurological and developmental disorders to learn and relearn associations between auditory and motor functions such as vocal motor functions.


Url:
DOI: 10.1016/bs.pbr.2014.11.020
PubMed: 25725909
PubMed Central: 4430083

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PMC:4430083

Le document en format XML

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<p id="P1">Playing a musical instrument is an intense, multisensory, and motor experience that usually commences at an early age and requires the acquisition and maintenance of a range of sensory and motor skills over the course of a musician’s lifetime. Thus, musicians offer an excellent human model for studying behavioral-cognitive as well as brain effects of acquiring, practicing, and maintaining these specialized skills. Research has shown that repeatedly practicing the association of motor actions with specific sound and visual patterns (musical notation), while receiving continuous multisensory feedback will strengthen connections between auditory and motor regions (e.g., arcuate fasciculus) as well as multimodal integration regions. Plasticity in this network may explain some of the sensorimotor and cognitive enhancements that have been associated with music training. Furthermore, the plasticity of this system as a result of long term and intense interventions suggest the potential for music making activities (e.g., forms of singing) as an intervention for neurological and developmental disorders to learn and relearn associations between auditory and motor functions such as vocal motor functions.</p>
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<aff id="A1">Department of Neurology, Music and Neuroimaging Laboratory, and Neuroimaging, Stroke Recovery Laboratories, Division of Cerebrovascular Disease, Beth Israel Deaconess Medical Center, Harvard Medical School, Boston, MA, USA</aff>
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Corresponding author: Tel.: +1-617-632-8912, Fax: +1-617-632-8920,
<email>gschlaug@bidmc.harvard.edu</email>
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<year>2015</year>
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<pub-date pub-type="pmc-release">
<day>13</day>
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<year>2015</year>
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<copyright-statement>© 2015 Elsevier B.V. All rights reserved.</copyright-statement>
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<abstract>
<p id="P1">Playing a musical instrument is an intense, multisensory, and motor experience that usually commences at an early age and requires the acquisition and maintenance of a range of sensory and motor skills over the course of a musician’s lifetime. Thus, musicians offer an excellent human model for studying behavioral-cognitive as well as brain effects of acquiring, practicing, and maintaining these specialized skills. Research has shown that repeatedly practicing the association of motor actions with specific sound and visual patterns (musical notation), while receiving continuous multisensory feedback will strengthen connections between auditory and motor regions (e.g., arcuate fasciculus) as well as multimodal integration regions. Plasticity in this network may explain some of the sensorimotor and cognitive enhancements that have been associated with music training. Furthermore, the plasticity of this system as a result of long term and intense interventions suggest the potential for music making activities (e.g., forms of singing) as an intervention for neurological and developmental disorders to learn and relearn associations between auditory and motor functions such as vocal motor functions.</p>
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<kwd>motor</kwd>
<kwd>auditory</kwd>
<kwd>Melodic Intonation Therapy</kwd>
<kwd>Auditory–Motor Mapping Training (AMMT)</kwd>
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