Keywords
cognición corporizada
neurociencia music
embodied cognition
neuroscience
How to Cite
Abstract
During the last decades progress has been made in the study of music and cognition. In this sense, it has been discovered that music skills are transferable to other cognitive abilities or functions. Some findings refer to changes produced at the brain level,
nevertheless do not distinguish about the role of the body during musical learning. The main of this review is to propose the fundaments that relate musical learning, from an embodied and neuroscience perspective, with the changes that occur in other cognitive functions, highlighting the importance of music education and the development of applied research in the area.
References
Barrett, Karen Chan, Richard Ashley, Dana L. Strait, and Nina Kraus (2013). “Art and Science: How Musical Training Shapes the Brain”, Frontiers in Psychology, 4, 1–13.
Barsalou, Lawrence W (2008). “Grounded Cognition”, Annu. Rev. Psychol., 59, pp 617-645.
Beaty, Roger E (2015). “The Neuroscience of Musical Improvisation”, Neuroscience and Biobehavioral Reviews, 51, pp. 108–117.
Benchenane, K, Peyrache A, Khamassi M, Tierney PL, Gioanni Y, Battaglia FP, Wiener SI (2010). “Coherent Theta Oscillations and Reorganization of Spike Timing in the Hippocampal- Prefrontal Network upon Learning.”, Neuron, 66(6), pp. 921–936.
Biasutti, Michele (2017). “Teaching Improvisation through Processes. Applications in Music Education and Implications for General Education”, Frontiers in Psychology, 8, pp. 1–8.
Bird, Chris M, and Neil Burgess (2008). “The Hippocampus and Memory: Insights from Spatial Processing.”, Nature Reviews. Neuroscience, 9, pp. 182–94.
Björn, Rasch and Jan Born (2013). “About Sleep’s Role in Memory.”, Physiological Reviews, 93.2, 681–766.
Bremmer, Melissa, Luc Nijs, y Jaco Van Den Dool (2018 ). “Singewing Space. An Augmented Blended-Learning Approach to Learning Music.”, pp. 3-81.
Davis, Matthew H and others (2010). “Europe PMC Funders Group Learning and Consolidation of Novel Spoken Words”, Journal of Cognitive Neuroscience 21(4), pp.803–820.
Diamond, Adele (2012). “Executive Functions”, Annual Review of Psychology, 64, pp. 135-168.
Düvel, Nina, Anna Wolf y Reinhard Kopiez (2017). “Neuromyths in Music Education: Prevalence and Predictors of Misconceptions among Teachers and Students”, Frontiers in Psychology, 8, pp 1–12.
Gaser, Christian y Gottfried Schlaug (2003). “Brain Structures Differ between Musicians and Non-Musicians”, The Journal of Neuroscience, 23(27), pp. 9240–9245.
Glowinski, Donald, Fabrizio Bracco, Carlo Chiorri, y Didier Grandjean (2016). “Music Ensemble as a Resilient System. Managing the Unexpected through Group Interaction”, Frontiers in Psychology, 7, pp. 1–7.
Gonzalez-sanchez, Victor E, Agata Zelechowska, y Alexander Refsum Jensenius (2018). “Correspondences Between Music and Involuntary Human Micromotion During Standstill” Frontiers in Psychology, 9, pp. 1–10.
Hallam, Susan (2010). “The Power of Music : Its Impact on the Intellectual , Social and Personal Development of Children and Young People”, International Journal of Music Education, 28(3), pp. 269-289;
Herbst, Sophie K, y Ayelet N Landau (2016). “ScienceDirect Rhythms for Cognition : The Case of Temporal Processing”, Current Opinion in
Behavioral Sciences, 8, pp. 85–93
Horoufchin, Houpand, Danilo Bzdok, Giovanni Buccino, Anna M. Borghi y Ferdinand Binkofski (2018). “Action and Object Words Are Differentially Anchored in the Sensory Motor System - A Perspective on Cognitive Embodiment”, Scientific Reports, 8(1), pp 1-11.
Hyde, Krista L. Jason Lerch, Andrea Norton, Marie Forgeard, Ellen Winner, Alan C. Evans, Gottfried Schlaug (2009). “The Effects of Musical Training on Structural Brain Development: A Longitudinal Study”, Annals of the New York Academy of Sciences, 1169, pp. 182–186.
Jaschke, Artur C (2018). “Longitudinal Analysis of Music Education on Executive Functions in Primary School Children”, Frontiers in Neuroscience, 12, pp. 1-11.
Lakatos, Peter, George Karmos, Ashesh D. Mehta, Istvan Ulbert, y Charles E. Schroeder (2008). “Entrainment of Neuronal Oscillations as a Mechanism of Attentional Selection”, Science, 320, pp. 110–13.
Leman, Marc (2012). “Musical gestures and embodied cognition”, Actes des Journées d’Informatique Musicale, pp. 5-7.
Levitin, Daniel J., Jessica A Grahn, and Justin London (2017). “The Psychology of Music : Rhythm and Movement”, Annual Review of Psychology, 69, pp. 1–25
Levitin, Daniel J y Anna K Tirovolas (2009). “Current Advances in the Cognitive Neuroscience of Music”, Ann. N.Y. Acad. Sci., 231, pp. 211–231.
Maes, Pieter-jan (2016). “Sensorimotor Grounding of Musical Embodiment and the Role of Prediction : A Review”, Frontiers un Psychology, 7, pp. 1–10.
Maes, Pieter-jan, y Marc Leman (2013). “The Influence of Body Movements on Children ’ s Perception of Music with an Ambiguous Expressive Character” PloS One, 8(1), pp. 1-11.
Miendlarzewska, Ewa A. y Wiebke J. Trost (2014). “How Musical Training Affects Cognitive Development: Rhythm, Reward and Other Modulating Variables”, Frontiers in Neuroscience, 7(8), pp. 1–18.
MINEDUC (2018). Plan de estudios para todos los niveles. Tomado de internet desde http://www.curriculumnacional.cl/inicio/recursos/ el 24 de mayo de 2018.
Milovanov, Riia (2011).”The Interplay between Musical and Linguistic Aptitudes : A Review”, Frontiers in Psychology, 2, pp. 1–6.
Moreno, Sylvain, Ellen Bialystok, Raluca Barac, E Glenn Schellenberg, Nicholas J Cepeda, Tom Chau (2012). “Short-term music training enhances verbal intelligence and executive function”, Psychological science, 22(11), pp. 1425-1433.
Nijs, Luc, Pieter- Jan Maes y Edith Van Dyck (2017). “What Is Embodied Music Cognition ?” Running Head : Embodied music cognition, pp. 4-25
Nozaradan, Sylvie, Michael Schwartze, and Christian Obermeier (2017). “ScienceDirect Specific Contributions of Basal Ganglia and Cerebellum to the Neural Tracking of Rhythm”, Cortex, 95, pp. 156–68.
Nozaradan, Sylvie, Marc Schönwiesner, Peter E. Keller, Tomas Lenc, y Alexandre Lehmann (2018). “Neural Bases of Rhythmic Entrainment in Humans : Critical Transformation between Cortical and Lower-Level Representations of Auditory Rhythm”, European Journal of Neuroscience, 47, pp. 321–32.
Nozaradan, Sylvie, Isabelle Peretz, y Peter E. Keller (2016). “Individual Differences in Rhythmic Cortical Entrainment Correlate with predictive Behavior in Sensorimotor Synchronization”, Scientific Reports, 6(1), pp. 321-332.
Osgood-campell, Elisabeth (2015). “Investigating the Educational Implications of Embodied Cognition : A Model Interdisciplinary Inquiry in Mind, Brain , and Education Curricula”, Mind Brain and Education, 9(1), pp. 3–9.
Poblete, Carlos (2012). ‘Producción de conocimiento en la formación de profesores de música en Chile: un estudio exploratorio”. Anais XXII Congreso de ANPOMM, Associação Nacional de Pesquisa e Pós-Graduação em Música, Brasil.
Poblete, C. (2016). Profesores de música en Chile y sus repertorios: contextos de origen, formación universitaria y prácticas de enseñanza. Tesis para obtener el grado de Doctor en Ciencias de la Educación. Facultad de Educación, Pontificia Universidad Católica de Chile.
PREDA-ULI??, Anca (2016). “Improving Children’s Executive Functions by Learning to Play a Musical Instrument.”, Bulletin of the Transilvania University of Brasov, Series VIII: Performing Arts, 9, pp. 85–90.
Puebla, Ricardo, and M. Paz Talma (2011). “Educación y Neurociencias: La Conexión Que Hace Falta”, Estudios Pedagógicos, 37, pp. 379–88.
Putkinen, Vesa, Mari Tervaniemi, Katri Saarikivi, and Minna Huotilainen (2015). “Promises of Formal and Informal Musical Activities in Advancing Neurocognitive Development throughout Childhood”, Annals of the New York Academy of Sciences, 1337, pp. 153–62.
Quebradas, Angrino y David Alberto (2011). “El error de descartes. La Emoción, La Razón y El Cerebro Humano”, Cuadernos de Neuropsicología / Panamerican Journal of Neuropsychology, 5, pp 173-178.
Rasch, Björn, and Jan Born (2013). “About Sleep’s Role in Memory.”, Physiological Reviews, 93, pp. 681–766.
Rizzolatti, Giacomo y Laila Craighero (2004). “The mirror -neuron system”, Annu. Rev. Neurosci. 27, pp 169-192.
Schaefer, Rebecca, Alexa M. Morcom, Neil Roberts, y Katie Overy (2014). “Moving to music : effects of heard and imagined musical cues on movement-related brain activity”, Frontiers in Human Neuroscience, 8, pp. 1-11.
Schlaug , Gottfried (2011). “Effects of Practice and Experience on the Arcuate Fasciculus : Comparing Singers , Instrumentalists , and Non-Musicians”, Frontiers in Psychology, 2, pp. 1–9.
Seitz, Jay A (2000). “The Bodily Basis of Thought”, New Ideas in Psychology, 18, pp 23–40.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Copyright (c) 2018 Neuma (Talca)