Structural brain plasticity refers to the brain's ability to change its structure in response to environmental demands and experiences, such as long-term musical training.
Long-term instrumental music training is significant because it provides an intense, multisensory, and motor experience that can lead to structural brain changes and improvements in motor and auditory skills.
Near transfer refers to the enhancement of skills in a closely related domain as a result of training, such as improved fine motor skills from learning to play a musical instrument leading to better typing speed and accuracy.
Deformation-based morphometry (DBM) measures local brain size or shape differences between groups on a voxelwise basis, allowing for the assessment of morphometric brain changes over time.
Behavioral correlates of musical training are the observable changes in behavior, such as improvements in cognitive and motor skills, that occur as a result of engaging in music training.
The Jacobian determinant in deformation-based morphometry is a metric that yields a measure of relative voxel size change over time, indicating whether there has been growth or shrinkage in brain regions.
Far transfer refers to the transfer of skills to a less closely related domain, such as using musical rhythm notation to enhance understanding of fractions in math.
Musically relevant brain regions are areas of the brain that show structural and functional differences between musicians and non-musicians, including sensorimotor areas and auditory areas.
Children showed greater improvements in motor ability, specifically finger dexterity, and in auditory melodic and rhythmic discrimination skills.
A significant positive correlation was found between relative voxel size and behavioral difference scores in the melody/rhythm test at the peak voxel in the right primary auditory region.
The primary motor area is critical for motor planning, execution, and control of bimanual sequential finger movements as well as motor learning.
Near-transfer outcomes refer to skills or abilities that are directly related to the training received, such as improvements in motor and melody/rhythm tests following musical training.
Studies have shown that music lessons can enhance IQ scores in children.
A structure in the brain that connects the left and right hemispheres, which has been shown to have musician and gender effects.
SES stands for Socioeconomic Status, which is a measure of an individual's or family's economic and social position in relation to others.
Socioeconomic status (SES) in this study is defined by parental education on a six-point scale, ranging from 1 for some high school education to 6 for a doctoral degree.
The four-finger motor sequencing test assesses fine finger motor skills by requiring children to press a specific number sequence on a keyboard as quickly and accurately as possible.
Unexpected significant brain deformation differences were found in various frontal areas, the left posterior percingulate, and a left middle occipital region, which were not correlated with motor or auditory test performance changes.
It shows differences in brain activity between amateur and professional musicians during performance and imagery.
The corpus callosum is a brain structure that showed significant relative voxel size increases in instrumental children, indicating structural changes associated with musical training.
The study suggests that brain structural changes in association areas and multimodal integration regions may develop before the emergence of significant behavioral or cognitive changes in far-transfer domains.
The unimodal and multimodal sensorimotor network is engaged continuously throughout a musician's career, potentially providing the neural basis for cognitive and sensorimotor enhancements attributed to musical training.
Far-transfer outcomes refer to skills or abilities that are less directly related to the training received, such as cognitive tasks that are not specifically related to music.
Voxel size expansion refers to an increase in the size of a voxel, which may indicate increased gray or white matter due to neural reorganization or increased brain connectivity.
Structural brain plasticity refers to the brain's ability to change its structure in response to learning and experience, particularly noted in children undergoing musical training.
MANCOVA stands for Multiple Analysis of Covariance, a statistical method used to determine if there are any differences between groups while controlling for one or more covariates.
Brain deformation changes refer to alterations in the structure of the brain as measured by MRI scans, specifically in terms of relative voxel expansion or contraction over a specified period.
It reflects enhanced activation in the auditory cortex of musicians, indicating structural adaptations due to musical training.
Behavioral difference scores are calculated as the change in performance on a specific task from one time point to another, used to assess the impact of training.
It is the first study to directly correlate brain structure and behavioral changes over time in the developing brain.
The brain-behavior correlations indicate that different motor and auditory behavioral functions are driving group differences in separate predicted brain regions.
Music training has been shown to cause long-term enhancement of spatial-temporal reasoning abilities in preschool children.
Brain deformation changes refer to alterations in the structure and size of specific brain areas over time, which can be influenced by experiences such as musical training.
Brain deformation techniques are key to localizing brain size and shape changes over time, although they do not provide information on the microstructural nature of these changes.
The melodic and rhythmic discrimination test battery assesses children's ability to differentiate between musical phrases based on melody and rhythm.
There were no significant brain and behavioral differences between the instrumental and control children at baseline, consistent with previous findings.
The study found structural brain changes consistent with previous findings of training-induced structural brain differences in adults.
Long-term motor learning is associated with structural brain changes, including increased synaptogenesis and neurogenesis, which can enhance cognitive and sensorimotor functions.
An enhanced ability to perceive spatial aspects of sound, which has been observed in conductors.
A neuroimaging analysis technique that allows for the examination of differences in brain structure, such as gray matter density.
A phenomenon where listening to Mozart's music is believed to temporarily enhance cognitive abilities, particularly spatial reasoning.
Jacobian determinants are used to quantify brain deformation by measuring relative voxel expansion or contraction, allowing for statistical comparisons of brain structure changes over time.
Behavioral difference scores measure the change in performance on behavioral tests from the first to the second testing time, allowing for correlation with brain deformation measures.
The proposed reasons include insufficient duration of training, inadequate practice intensity, or the need for a larger sample size to demonstrate far transfer.
Microstructural brain changes are alterations at a microscopic level, such as increased synapses, glial cells, and capillary density, often resulting from long-term learning and practice.
It suggests that musicians have a larger area of the auditory cortex dedicated to processing sound.
Near-transfer measures are assessments that evaluate skills closely related to the training received, such as fine finger motor skills and music listening abilities.
Longitudinal Jacobian determinant data refers to the measurements of brain deformation changes over time, specifically comparing MRI scans taken at different intervals.
Neural, cognitive, or motoric characteristics that may indicate a person's potential for musical talent.
The right precentral gyrus is identified as a motor area where significant brain deformation changes occurred in instrumental children, correlating with improvements in motor performance.
The left posterior percingulate region showed a highly significant deformation difference and is involved in the integration of sensory information and the limbic system, which is important for learning to read musical notation and relating music to its emotional content.
Structural brain changes in early childhood due to musical training suggest that long-term intervention programs can facilitate neuroplasticity, which may benefit children with developmental disorders.
The left-hand motor test is significant as it showed a correlation between improvements in motor skills and brain deformation changes in motor-related areas.
