PDF(Pubmed)
Abstract：
UNASSIGNED: Music training facilitates the development of individual cognitive functions and influences brain plasticity. A comprehensive understanding of the pathways and processes through which music affects the human brain, as well as the neurobiological mechanisms underlying human brain perception of music, is necessary to fully harness the plasticity that music offers for brain development.
UNASSIGNED: To investigate the resting-state electroencephalogram (EEG) activity of individuals with and without music training experience, and explore the microstate patterns of EEG signals.
UNASSIGNED: In this study, an analysis of electroencephalogram (EEG) microstates from 57 participants yielded temporal parameters(mean duration, time coverage, occurrence, and transition probability)of four classic microstate categories (Categories A, B, C, and D) for two groups: those with music training experience and those without. Statistical analysis was conducted on these parameters between groups.
UNASSIGNED: The results indicate that compared to individuals without music training experience, participants with music training experience exhibit significantly longer mean durations of microstate A, which is associated with speech processing. Additionally, they show a greater time coverage of microstate B, which is associated with visual processing. Transition probabilities from microstate A to microstate B were greater in participants with music training experience compared to those without. Conversely, transition probabilities from microstate A to microstate C and from microstate C to microstate D were greater in participants without music training experience.
UNASSIGNED: Our study found differences in characteristic parameters of certain microstates between individuals with and without music training experience. This suggests distinct brain activity patterns during tasks related to speech, vision, and attention regulation among individuals with varying levels of music training experience. These findings support an association between music training experience and specific neural activities. Furthermore, they endorse the hypothesis of music training experience influencing brain activity during resting states. Additionally, they imply a facilitative role of music training in tasks related to speech, vision, and attention regulation, providing initial evidence for further empirical investigation into the cognitive processes influenced by music training.
UNASSIGNED: To investigate the resting-state electroencephalogram (EEG) activity of individuals with and without music training experience, and explore the microstate patterns of EEG signals.
UNASSIGNED: In this study, an analysis of electroencephalogram (EEG) microstates from 57 participants yielded temporal parameters(mean duration, time coverage, occurrence, and transition probability)of four classic microstate categories (Categories A, B, C, and D) for two groups: those with music training experience and those without. Statistical analysis was conducted on these parameters between groups.
UNASSIGNED: The results indicate that compared to individuals without music training experience, participants with music training experience exhibit significantly longer mean durations of microstate A, which is associated with speech processing. Additionally, they show a greater time coverage of microstate B, which is associated with visual processing. Transition probabilities from microstate A to microstate B were greater in participants with music training experience compared to those without. Conversely, transition probabilities from microstate A to microstate C and from microstate C to microstate D were greater in participants without music training experience.
UNASSIGNED: Our study found differences in characteristic parameters of certain microstates between individuals with and without music training experience. This suggests distinct brain activity patterns during tasks related to speech, vision, and attention regulation among individuals with varying levels of music training experience. These findings support an association between music training experience and specific neural activities. Furthermore, they endorse the hypothesis of music training experience influencing brain activity during resting states. Additionally, they imply a facilitative role of music training in tasks related to speech, vision, and attention regulation, providing initial evidence for further empirical investigation into the cognitive processes influenced by music training.
摘要：
■音乐训练促进个体认知功能的发展并影响大脑的可塑性。全面了解音乐影响人脑的途径和过程，以及人类大脑对音乐感知的神经生物学机制，对于充分利用音乐为大脑发育提供的可塑性是必要的。
■为了研究有和没有音乐训练经验的个体的静息状态脑电图（EEG）活动，并探索脑电信号的微态模式。
■在这项研究中，对57名参与者的脑电图(EEG)微状态的分析得出了时间参数(平均持续时间，时间覆盖,发生,和转移概率)四个经典微状态类别(类别A，B,C,和D）两组：有音乐训练经验的人和没有音乐训练经验的人。组间对这些参数进行统计学分析。
■结果表明，与没有音乐训练经验的个人相比，具有音乐训练经验的参与者表现出明显更长的微状态A的平均持续时间，它与语音处理相关。此外,它们显示出微状态B的更大时间覆盖，它与视觉处理相关。与没有音乐训练经验的参与者相比，具有音乐训练经验的参与者从微观状态A到微观状态B的转换概率更大。相反，在没有音乐训练经验的参与者中，从微状态A到微状态C以及从微状态C到微状态D的转换概率更大。
■我们的研究发现，有和没有音乐训练经验的个体之间某些微观状态的特征参数存在差异。这表明在与语音相关的任务中大脑活动模式不同，愿景,以及具有不同音乐训练经验的个体之间的注意力调节。这些发现支持音乐训练经验与特定神经活动之间的关联。此外，他们赞同音乐训练经验在静息状态下影响大脑活动的假设。此外,它们暗示了音乐训练在与演讲相关的任务中的促进作用，愿景,和注意力调节，为进一步实证研究受音乐训练影响的认知过程提供初步证据。
■为了研究有和没有音乐训练经验的个体的静息状态脑电图（EEG）活动，并探索脑电信号的微态模式。
■在这项研究中，对57名参与者的脑电图(EEG)微状态的分析得出了时间参数(平均持续时间，时间覆盖,发生,和转移概率)四个经典微状态类别(类别A，B,C,和D）两组：有音乐训练经验的人和没有音乐训练经验的人。组间对这些参数进行统计学分析。
■结果表明，与没有音乐训练经验的个人相比，具有音乐训练经验的参与者表现出明显更长的微状态A的平均持续时间，它与语音处理相关。此外,它们显示出微状态B的更大时间覆盖，它与视觉处理相关。与没有音乐训练经验的参与者相比，具有音乐训练经验的参与者从微观状态A到微观状态B的转换概率更大。相反，在没有音乐训练经验的参与者中，从微状态A到微状态C以及从微状态C到微状态D的转换概率更大。
■我们的研究发现，有和没有音乐训练经验的个体之间某些微观状态的特征参数存在差异。这表明在与语音相关的任务中大脑活动模式不同，愿景,以及具有不同音乐训练经验的个体之间的注意力调节。这些发现支持音乐训练经验与特定神经活动之间的关联。此外，他们赞同音乐训练经验在静息状态下影响大脑活动的假设。此外,它们暗示了音乐训练在与演讲相关的任务中的促进作用，愿景,和注意力调节，为进一步实证研究受音乐训练影响的认知过程提供初步证据。
