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- Theorell, Töres, et al.
(author)
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Predictors of continued playing or singing - from childhood and adolescence to adult years
- 2015
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In: Acta Paediatrica. - : Wiley. - 0803-5253 .- 1651-2227. ; 104:3, s. 274-284
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Journal article (peer-reviewed)abstract
- Aim: Many individuals play an instrument or sing during childhood, but they often stop later in life. This study surveyed adults representative of the Swedish population about musical activities during childhood.Methods: We asked 3820 adults (65% women) aged from 27 to 54 from the Swedish Twin Registry, who took extra music lessons to those provided at school, to fill in a web-based questionnaire. Factors analysed were the age they started studying music, the instrument they played, kind of teaching, institution and educational content, number of lessons and perceived characteristics of the lessons, the music environment during their childhood years and their preferred music genre. All variables were dichotomised.Results: Factors strongly associated with continued playing or singing were male sex, young starting age, cultural family background, self-selected instrument, attending music classes and more than once a week, church-related or private education, pop, rock or classical music, playing by ear and improvisation.Conclusion: Several significant predictors determined whether a child continued to sing or play an instrument as an adult and many could be externally influenced, such as starting at a young age, taking music classes more than once a week, improvisation and the type of music they played.
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| 4. |
- Karabanov, A, et al.
(author)
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Implicit and explicit learning of temporal sequences studied with the process dissociation procedure
- 2008
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In: Journal of neurophysiology. - : American Physiological Society. - 0022-3077 .- 1522-1598. ; 100:2, s. 733-739
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Journal article (peer-reviewed)abstract
- We studied whether temporal sequences can be learned implicitly using a process dissociation procedure (PDP). Participants performed repeated serial recalls of sequential stimuli with a random ordinal structure and fixed temporal structure. Explicit knowledge was evaluated through verbal questions and PDP analysis of two generation tasks (inclusion and exclusion). Participants were divided into two groups: in the Ordinal group, stimulus presentation was visual and the participants were instructed to repeat the ordinal structure; in the Temporal+Ordinal group, stimulus presentation was audio-visual and the participants were instructed to repeat temporal and ordinal structure. We expected predominantly implicit learning in the Ordinal group and explicit learning in the Temporal+Ordinal group. This was supported by two findings. First, a significant difference between inclusion and exclusion performance was seen only in the Temporal+Ordinal group. Second, in both groups, a negative relation was found between the degree of improvement during serial recall and a measure of explicit knowledge in the generation tasks. This relation was independent of the final level of performance during serial recall. These findings suggest that distinct implicit and explicit systems may exist for learning of temporal sequences: implicit learning is gradual and gives rise to knowledge that is inaccessible to conscious control while the explicit system is fast and results in representations that can be used to control performance in inclusion and exclusion tasks.
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| 6. |
- Kozlov, A. K., et al.
(author)
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Turning behavior in lamprey in response to descending unilateral commands : Experiments and modeling
- 2001
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In: Neurocomputing. - 0925-2312 .- 1872-8286. ; 38, s. 1373-1378
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Journal article (peer-reviewed)abstract
- Steering maneuvers in vertebrates are characterized by asymmetric modulation of the cycle duration and the intensity of the symmetric rhythmic locomotor activity. In the lamprey in vitro model system, turns can be evoked by electrical skin stimuli applied to one side of the head, which give rise to descending unilateral excitatory commands. Turns are observed as increased activity on one side of the spinal cord, followed by a rebound on the other. We investigated the generation of turns in single-segment models of the lamprey locomotor spinal network, and were able to reproduce all main experimental results. Sufficient mechanisms to explain changes in the locomotor rhythm, including rebound, are asymmetric activation of crossing inhibitory neurons, accompanied by a calcium influx in these neurons.
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| 8. |
- Wesseldijk, LW, et al.
(author)
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Using a polygenic score in a family design to understand genetic influences on musicality
- 2022
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In: Scientific reports. - : Springer Science and Business Media LLC. - 2045-2322. ; 12:1, s. 14658-
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Journal article (peer-reviewed)abstract
- To further our understanding of the genetics of musicality, we explored associations between a polygenic score for self-reported beat synchronization ability (PGSrhythm) and objectively measured rhythm discrimination, as well as other validated music skills and music-related traits. Using family data, we were able to further explore potential pathways of direct genetic, indirect genetic (through passive gene–environment correlation) and confounding effects (such as population structure and assortative mating). In 5648 Swedish twins, we found PGSrhythm to predict not only rhythm discrimination, but also melody and pitch discrimination (betas between 0.11 and 0.16, p < 0.001), as well as other music-related outcomes (p < 0.05). In contrast, PGSrhythm was not associated with control phenotypes not directly related to music. Associations did not deteriorate within families (N = 243), implying that indirect genetic or confounding effects did not inflate PGSrhythm effects. A correlation (r = 0.05, p < 0.001) between musical enrichment of the family childhood environment and individuals' PGSrhythm, suggests gene–environment correlation. We conclude that the PGSrhythm captures individuals' general genetic musical propensity, affecting musical behavior more likely direct than through indirect or confounding effects.
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