Expertise and cognitive flexibility: a Musician’s Tale
Abstract We investigated the impact of musical expertise, a major cultural learning, on domain-specific cognitive flexibility. Participants had to switch between music reading in G and F clefs. Two groups of music students at the Conservatory with various levels of expertise were compared: First-yea...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Slama, Hichem [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2017 |
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| Schlagwörter: |
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| Anmerkung: |
© Springer Nature Singapore Pte Ltd. 2017 |
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| Übergeordnetes Werk: |
Enthalten in: Journal of cultural cognitive science - [Singapore] : Springer Singapore, 2017, 1(2017), 2 vom: 30. Nov., Seite 119-127 |
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| Übergeordnetes Werk: |
volume:1 ; year:2017 ; number:2 ; day:30 ; month:11 ; pages:119-127 |
| Links: |
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| DOI / URN: |
10.1007/s41809-017-0011-5 |
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SPR038319942 |
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| 520 | |a Abstract We investigated the impact of musical expertise, a major cultural learning, on domain-specific cognitive flexibility. Participants had to switch between music reading in G and F clefs. Two groups of music students at the Conservatory with various levels of expertise were compared: First-year and fifth-year students who were already engaged in professional orchestras or groups. We also contrasted pianists with other musicians, as only the former have to read in both G and F clefs when practicing their instrument. We hypothesized that pianists’ expertise in reading both clefs might enhance their cognitive flexibility from the start, which would be reflected by lower switch costs compared to other musicians in first year. We also hypothesized that, thanks to the demanding reading classes dispensed in the course of their studies, the other musicians would improve cognitive flexibility over the years, which would allow their switch costs to drop and to catch up pianists’ performance. Results confirmed our hypotheses by showing that, in first year at the Conservatory, the costs of switching were indeed lower for pianists compared to other musicians. Furthermore, the costs decreased in fifth year for the latter, with the advantage in favor of pianists not being significant anymore. Musical expertise particularly affected domain-specific cognitive flexibility when there was very few time to prepare for the next task. These results are compatible with an impact of musical expertise on reactive control, a late correction mechanism engaging attention when cognitive demands are perceived as high. Proactive control, an early selection strategy that maintains relevant information and facilitates task processing, thus appears less affected by musical expertise. | ||
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10.1007/s41809-017-0011-5 doi (DE-627)SPR038319942 (SPR)s41809-017-0011-5-e DE-627 ger DE-627 rakwb eng Slama, Hichem verfasserin (orcid)0000-0003-3856-4488 aut Expertise and cognitive flexibility: a Musician’s Tale 2017 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Springer Nature Singapore Pte Ltd. 2017 Abstract We investigated the impact of musical expertise, a major cultural learning, on domain-specific cognitive flexibility. Participants had to switch between music reading in G and F clefs. Two groups of music students at the Conservatory with various levels of expertise were compared: First-year and fifth-year students who were already engaged in professional orchestras or groups. We also contrasted pianists with other musicians, as only the former have to read in both G and F clefs when practicing their instrument. We hypothesized that pianists’ expertise in reading both clefs might enhance their cognitive flexibility from the start, which would be reflected by lower switch costs compared to other musicians in first year. We also hypothesized that, thanks to the demanding reading classes dispensed in the course of their studies, the other musicians would improve cognitive flexibility over the years, which would allow their switch costs to drop and to catch up pianists’ performance. Results confirmed our hypotheses by showing that, in first year at the Conservatory, the costs of switching were indeed lower for pianists compared to other musicians. Furthermore, the costs decreased in fifth year for the latter, with the advantage in favor of pianists not being significant anymore. Musical expertise particularly affected domain-specific cognitive flexibility when there was very few time to prepare for the next task. These results are compatible with an impact of musical expertise on reactive control, a late correction mechanism engaging attention when cognitive demands are perceived as high. Proactive control, an early selection strategy that maintains relevant information and facilitates task processing, thus appears less affected by musical expertise. Musical cognition (dpeaa)DE-He213 Task switching (dpeaa)DE-He213 Cognitive flexibility (dpeaa)DE-He213 Expertise (dpeaa)DE-He213 Cognitive control (dpeaa)DE-He213 Learning (dpeaa)DE-He213 Rebillon, Emilie aut Kolinsky, Régine aut Enthalten in Journal of cultural cognitive science [Singapore] : Springer Singapore, 2017 1(2017), 2 vom: 30. Nov., Seite 119-127 (DE-627)882013785 (DE-600)2887694-5 2520-1018 nnns volume:1 year:2017 number:2 day:30 month:11 pages:119-127 https://dx.doi.org/10.1007/s41809-017-0011-5 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_266 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 1 2017 2 30 11 119-127 |
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10.1007/s41809-017-0011-5 doi (DE-627)SPR038319942 (SPR)s41809-017-0011-5-e DE-627 ger DE-627 rakwb eng Slama, Hichem verfasserin (orcid)0000-0003-3856-4488 aut Expertise and cognitive flexibility: a Musician’s Tale 2017 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Springer Nature Singapore Pte Ltd. 2017 Abstract We investigated the impact of musical expertise, a major cultural learning, on domain-specific cognitive flexibility. Participants had to switch between music reading in G and F clefs. Two groups of music students at the Conservatory with various levels of expertise were compared: First-year and fifth-year students who were already engaged in professional orchestras or groups. We also contrasted pianists with other musicians, as only the former have to read in both G and F clefs when practicing their instrument. We hypothesized that pianists’ expertise in reading both clefs might enhance their cognitive flexibility from the start, which would be reflected by lower switch costs compared to other musicians in first year. We also hypothesized that, thanks to the demanding reading classes dispensed in the course of their studies, the other musicians would improve cognitive flexibility over the years, which would allow their switch costs to drop and to catch up pianists’ performance. Results confirmed our hypotheses by showing that, in first year at the Conservatory, the costs of switching were indeed lower for pianists compared to other musicians. Furthermore, the costs decreased in fifth year for the latter, with the advantage in favor of pianists not being significant anymore. Musical expertise particularly affected domain-specific cognitive flexibility when there was very few time to prepare for the next task. These results are compatible with an impact of musical expertise on reactive control, a late correction mechanism engaging attention when cognitive demands are perceived as high. Proactive control, an early selection strategy that maintains relevant information and facilitates task processing, thus appears less affected by musical expertise. Musical cognition (dpeaa)DE-He213 Task switching (dpeaa)DE-He213 Cognitive flexibility (dpeaa)DE-He213 Expertise (dpeaa)DE-He213 Cognitive control (dpeaa)DE-He213 Learning (dpeaa)DE-He213 Rebillon, Emilie aut Kolinsky, Régine aut Enthalten in Journal of cultural cognitive science [Singapore] : Springer Singapore, 2017 1(2017), 2 vom: 30. Nov., Seite 119-127 (DE-627)882013785 (DE-600)2887694-5 2520-1018 nnns volume:1 year:2017 number:2 day:30 month:11 pages:119-127 https://dx.doi.org/10.1007/s41809-017-0011-5 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_266 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 1 2017 2 30 11 119-127 |
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10.1007/s41809-017-0011-5 doi (DE-627)SPR038319942 (SPR)s41809-017-0011-5-e DE-627 ger DE-627 rakwb eng Slama, Hichem verfasserin (orcid)0000-0003-3856-4488 aut Expertise and cognitive flexibility: a Musician’s Tale 2017 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Springer Nature Singapore Pte Ltd. 2017 Abstract We investigated the impact of musical expertise, a major cultural learning, on domain-specific cognitive flexibility. Participants had to switch between music reading in G and F clefs. Two groups of music students at the Conservatory with various levels of expertise were compared: First-year and fifth-year students who were already engaged in professional orchestras or groups. We also contrasted pianists with other musicians, as only the former have to read in both G and F clefs when practicing their instrument. We hypothesized that pianists’ expertise in reading both clefs might enhance their cognitive flexibility from the start, which would be reflected by lower switch costs compared to other musicians in first year. We also hypothesized that, thanks to the demanding reading classes dispensed in the course of their studies, the other musicians would improve cognitive flexibility over the years, which would allow their switch costs to drop and to catch up pianists’ performance. Results confirmed our hypotheses by showing that, in first year at the Conservatory, the costs of switching were indeed lower for pianists compared to other musicians. Furthermore, the costs decreased in fifth year for the latter, with the advantage in favor of pianists not being significant anymore. Musical expertise particularly affected domain-specific cognitive flexibility when there was very few time to prepare for the next task. These results are compatible with an impact of musical expertise on reactive control, a late correction mechanism engaging attention when cognitive demands are perceived as high. Proactive control, an early selection strategy that maintains relevant information and facilitates task processing, thus appears less affected by musical expertise. Musical cognition (dpeaa)DE-He213 Task switching (dpeaa)DE-He213 Cognitive flexibility (dpeaa)DE-He213 Expertise (dpeaa)DE-He213 Cognitive control (dpeaa)DE-He213 Learning (dpeaa)DE-He213 Rebillon, Emilie aut Kolinsky, Régine aut Enthalten in Journal of cultural cognitive science [Singapore] : Springer Singapore, 2017 1(2017), 2 vom: 30. Nov., Seite 119-127 (DE-627)882013785 (DE-600)2887694-5 2520-1018 nnns volume:1 year:2017 number:2 day:30 month:11 pages:119-127 https://dx.doi.org/10.1007/s41809-017-0011-5 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_266 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 1 2017 2 30 11 119-127 |
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10.1007/s41809-017-0011-5 doi (DE-627)SPR038319942 (SPR)s41809-017-0011-5-e DE-627 ger DE-627 rakwb eng Slama, Hichem verfasserin (orcid)0000-0003-3856-4488 aut Expertise and cognitive flexibility: a Musician’s Tale 2017 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Springer Nature Singapore Pte Ltd. 2017 Abstract We investigated the impact of musical expertise, a major cultural learning, on domain-specific cognitive flexibility. Participants had to switch between music reading in G and F clefs. Two groups of music students at the Conservatory with various levels of expertise were compared: First-year and fifth-year students who were already engaged in professional orchestras or groups. We also contrasted pianists with other musicians, as only the former have to read in both G and F clefs when practicing their instrument. We hypothesized that pianists’ expertise in reading both clefs might enhance their cognitive flexibility from the start, which would be reflected by lower switch costs compared to other musicians in first year. We also hypothesized that, thanks to the demanding reading classes dispensed in the course of their studies, the other musicians would improve cognitive flexibility over the years, which would allow their switch costs to drop and to catch up pianists’ performance. Results confirmed our hypotheses by showing that, in first year at the Conservatory, the costs of switching were indeed lower for pianists compared to other musicians. Furthermore, the costs decreased in fifth year for the latter, with the advantage in favor of pianists not being significant anymore. Musical expertise particularly affected domain-specific cognitive flexibility when there was very few time to prepare for the next task. These results are compatible with an impact of musical expertise on reactive control, a late correction mechanism engaging attention when cognitive demands are perceived as high. Proactive control, an early selection strategy that maintains relevant information and facilitates task processing, thus appears less affected by musical expertise. Musical cognition (dpeaa)DE-He213 Task switching (dpeaa)DE-He213 Cognitive flexibility (dpeaa)DE-He213 Expertise (dpeaa)DE-He213 Cognitive control (dpeaa)DE-He213 Learning (dpeaa)DE-He213 Rebillon, Emilie aut Kolinsky, Régine aut Enthalten in Journal of cultural cognitive science [Singapore] : Springer Singapore, 2017 1(2017), 2 vom: 30. Nov., Seite 119-127 (DE-627)882013785 (DE-600)2887694-5 2520-1018 nnns volume:1 year:2017 number:2 day:30 month:11 pages:119-127 https://dx.doi.org/10.1007/s41809-017-0011-5 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_266 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 1 2017 2 30 11 119-127 |
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10.1007/s41809-017-0011-5 doi (DE-627)SPR038319942 (SPR)s41809-017-0011-5-e DE-627 ger DE-627 rakwb eng Slama, Hichem verfasserin (orcid)0000-0003-3856-4488 aut Expertise and cognitive flexibility: a Musician’s Tale 2017 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Springer Nature Singapore Pte Ltd. 2017 Abstract We investigated the impact of musical expertise, a major cultural learning, on domain-specific cognitive flexibility. Participants had to switch between music reading in G and F clefs. Two groups of music students at the Conservatory with various levels of expertise were compared: First-year and fifth-year students who were already engaged in professional orchestras or groups. We also contrasted pianists with other musicians, as only the former have to read in both G and F clefs when practicing their instrument. We hypothesized that pianists’ expertise in reading both clefs might enhance their cognitive flexibility from the start, which would be reflected by lower switch costs compared to other musicians in first year. We also hypothesized that, thanks to the demanding reading classes dispensed in the course of their studies, the other musicians would improve cognitive flexibility over the years, which would allow their switch costs to drop and to catch up pianists’ performance. Results confirmed our hypotheses by showing that, in first year at the Conservatory, the costs of switching were indeed lower for pianists compared to other musicians. Furthermore, the costs decreased in fifth year for the latter, with the advantage in favor of pianists not being significant anymore. Musical expertise particularly affected domain-specific cognitive flexibility when there was very few time to prepare for the next task. These results are compatible with an impact of musical expertise on reactive control, a late correction mechanism engaging attention when cognitive demands are perceived as high. Proactive control, an early selection strategy that maintains relevant information and facilitates task processing, thus appears less affected by musical expertise. Musical cognition (dpeaa)DE-He213 Task switching (dpeaa)DE-He213 Cognitive flexibility (dpeaa)DE-He213 Expertise (dpeaa)DE-He213 Cognitive control (dpeaa)DE-He213 Learning (dpeaa)DE-He213 Rebillon, Emilie aut Kolinsky, Régine aut Enthalten in Journal of cultural cognitive science [Singapore] : Springer Singapore, 2017 1(2017), 2 vom: 30. Nov., Seite 119-127 (DE-627)882013785 (DE-600)2887694-5 2520-1018 nnns volume:1 year:2017 number:2 day:30 month:11 pages:119-127 https://dx.doi.org/10.1007/s41809-017-0011-5 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_266 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 1 2017 2 30 11 119-127 |
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Participants had to switch between music reading in G and F clefs. Two groups of music students at the Conservatory with various levels of expertise were compared: First-year and fifth-year students who were already engaged in professional orchestras or groups. We also contrasted pianists with other musicians, as only the former have to read in both G and F clefs when practicing their instrument. We hypothesized that pianists’ expertise in reading both clefs might enhance their cognitive flexibility from the start, which would be reflected by lower switch costs compared to other musicians in first year. We also hypothesized that, thanks to the demanding reading classes dispensed in the course of their studies, the other musicians would improve cognitive flexibility over the years, which would allow their switch costs to drop and to catch up pianists’ performance. 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Slama, Hichem |
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expertise and cognitive flexibility: a musician’s tale |
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Expertise and cognitive flexibility: a Musician’s Tale |
| abstract |
Abstract We investigated the impact of musical expertise, a major cultural learning, on domain-specific cognitive flexibility. Participants had to switch between music reading in G and F clefs. Two groups of music students at the Conservatory with various levels of expertise were compared: First-year and fifth-year students who were already engaged in professional orchestras or groups. We also contrasted pianists with other musicians, as only the former have to read in both G and F clefs when practicing their instrument. We hypothesized that pianists’ expertise in reading both clefs might enhance their cognitive flexibility from the start, which would be reflected by lower switch costs compared to other musicians in first year. We also hypothesized that, thanks to the demanding reading classes dispensed in the course of their studies, the other musicians would improve cognitive flexibility over the years, which would allow their switch costs to drop and to catch up pianists’ performance. Results confirmed our hypotheses by showing that, in first year at the Conservatory, the costs of switching were indeed lower for pianists compared to other musicians. Furthermore, the costs decreased in fifth year for the latter, with the advantage in favor of pianists not being significant anymore. Musical expertise particularly affected domain-specific cognitive flexibility when there was very few time to prepare for the next task. These results are compatible with an impact of musical expertise on reactive control, a late correction mechanism engaging attention when cognitive demands are perceived as high. Proactive control, an early selection strategy that maintains relevant information and facilitates task processing, thus appears less affected by musical expertise. © Springer Nature Singapore Pte Ltd. 2017 |
| abstractGer |
Abstract We investigated the impact of musical expertise, a major cultural learning, on domain-specific cognitive flexibility. Participants had to switch between music reading in G and F clefs. Two groups of music students at the Conservatory with various levels of expertise were compared: First-year and fifth-year students who were already engaged in professional orchestras or groups. We also contrasted pianists with other musicians, as only the former have to read in both G and F clefs when practicing their instrument. We hypothesized that pianists’ expertise in reading both clefs might enhance their cognitive flexibility from the start, which would be reflected by lower switch costs compared to other musicians in first year. We also hypothesized that, thanks to the demanding reading classes dispensed in the course of their studies, the other musicians would improve cognitive flexibility over the years, which would allow their switch costs to drop and to catch up pianists’ performance. Results confirmed our hypotheses by showing that, in first year at the Conservatory, the costs of switching were indeed lower for pianists compared to other musicians. Furthermore, the costs decreased in fifth year for the latter, with the advantage in favor of pianists not being significant anymore. Musical expertise particularly affected domain-specific cognitive flexibility when there was very few time to prepare for the next task. These results are compatible with an impact of musical expertise on reactive control, a late correction mechanism engaging attention when cognitive demands are perceived as high. Proactive control, an early selection strategy that maintains relevant information and facilitates task processing, thus appears less affected by musical expertise. © Springer Nature Singapore Pte Ltd. 2017 |
| abstract_unstemmed |
Abstract We investigated the impact of musical expertise, a major cultural learning, on domain-specific cognitive flexibility. Participants had to switch between music reading in G and F clefs. Two groups of music students at the Conservatory with various levels of expertise were compared: First-year and fifth-year students who were already engaged in professional orchestras or groups. We also contrasted pianists with other musicians, as only the former have to read in both G and F clefs when practicing their instrument. We hypothesized that pianists’ expertise in reading both clefs might enhance their cognitive flexibility from the start, which would be reflected by lower switch costs compared to other musicians in first year. We also hypothesized that, thanks to the demanding reading classes dispensed in the course of their studies, the other musicians would improve cognitive flexibility over the years, which would allow their switch costs to drop and to catch up pianists’ performance. Results confirmed our hypotheses by showing that, in first year at the Conservatory, the costs of switching were indeed lower for pianists compared to other musicians. Furthermore, the costs decreased in fifth year for the latter, with the advantage in favor of pianists not being significant anymore. Musical expertise particularly affected domain-specific cognitive flexibility when there was very few time to prepare for the next task. These results are compatible with an impact of musical expertise on reactive control, a late correction mechanism engaging attention when cognitive demands are perceived as high. Proactive control, an early selection strategy that maintains relevant information and facilitates task processing, thus appears less affected by musical expertise. © Springer Nature Singapore Pte Ltd. 2017 |
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Expertise and cognitive flexibility: a Musician’s Tale |
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Rebillon, Emilie Kolinsky, Régine |
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10.1007/s41809-017-0011-5 |
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| score |
7.4007587 |