Abstract：
Musical instrument training has been linked to improved academic and cognitive abilities in children, but it remains unclear why this occurs. Moreover, access to instrument training is not always feasible, thereby leaving less fortunate children without opportunity to benefit from such training. Although music-based video games may be more accessible to a broader population, research is lacking regarding their benefits on academic and cognitive performance. To address this gap, we assessed a custom-designed, digital rhythm training game as a proxy for instrument training to evaluate its ability to engender benefits in math and reading abilities. Furthermore, we tested for changes in core cognitive functions related to math and reading to inform how rhythm training may facilitate improved academic abilities. Classrooms of 8-9 year old children were randomized to receive either 6 weeks of rhythm training (N = 32) or classroom instruction as usual (control; N = 21). Compared to the control group, results showed that rhythm training improved reading, but not math, fluency. Assessments of cognition showed that rhythm training also led to improved rhythmic timing and language-based executive function (Stroop task), but not sustained attention, inhibitory control, or working memory. Interestingly, only the improvements in rhythmic timing correlated with improvements in reading ability. Together, these results provide novel evidence that a digital platform may serve as a proxy for musical instrument training to facilitate reading fluency in children, and that such reading improvements are related to enhanced rhythmic timing ability and not other cognitive functions associated with reading performance. RESEARCH HIGHLIGHTS: Digital rhythm training in the classroom can improve reading fluency in 8-9 year old children Improvements in reading fluency were positively correlated with enhanced rhythmic timing ability Alterations in reading fluency were not predicted by changes in other executive functions that support reading A digital platform may be a convenient and cost-effective means to provide musical rhythm training, which in turn, can facilitate academic skills.
摘要：
乐器训练与提高儿童的学术和认知能力有关，但目前尚不清楚为什么会发生这种情况。此外，获得仪器培训并不总是可行的，从而使不幸的儿童没有机会从这种培训中受益。尽管基于音乐的视频游戏可能更适合更广泛的人群，缺乏关于它们对学术和认知表现的益处的研究。为了解决这个差距，我们评估了一个定制设计的，数字节奏训练游戏作为乐器训练的代理，以评估其在数学和阅读能力方面产生收益的能力。此外，我们测试了与数学和阅读相关的核心认知功能的变化，以告知节奏训练如何促进学术能力的提高。8-9岁儿童的教室被随机分配接受6周的节奏训练（N=32）或照常接受课堂教学（对照；N=21）。与对照组相比,结果表明，节奏训练改善了阅读，但不是数学，流利。认知评估表明，节奏训练还可以改善节奏时间和基于语言的执行功能（Stroop任务），但没有持续的关注，抑制控制，或工作记忆。有趣的是,只有节奏时间的改善与阅读能力的改善相关。一起,这些结果提供了新的证据，表明数字平台可以作为乐器训练的代理，以促进儿童的阅读流利，并且这种阅读改善与增强的节奏计时能力有关，而不是与阅读表现相关的其他认知功能。研究重点：课堂上的数字节奏训练可以提高8-9岁儿童的阅读流畅性。反过来，可以促进学术技能。
