Brain plasticity and musical training in infants. A systematic review
DOI:
https://doi.org/10.7203/LEEME.47.20376Keywords:
Music, Infants, Transfer of Learning, Brain Plasticity.
Abstract
The early years are extremely important to all aspects of development. Different investigations show that musical training could affect different areas of infant development. The objective of the following work is to track and analyze in the literature the research that indicates that music training would affect cognitive abilities, anatomy and brain activity in infants. A bibliographic search was carried out in the indexed scientific databases (Scielo, Redalyc, ScienceDirect, Pubmed, WOS and Scopus), using the keywords: music, music training, music education, child, cognition, brain, development. The following were used as analysis variables: the evaluation instrument used, the type of intervention used and the training time. The reviewed studies showed conflicting results about the effect of musical training in infants, although, for the most part, it has been found that music training promotes cognitive development and influences other areas.
Author Biographies
María Angélica Benítez, Laboratorio Interdisciplinario de Neurociencia Cognitiva (LINC). Centro de Estudios Multidisciplinarios en Sistemas Complejos y Ciencias del Cerebro (CEMSC3), Instituto de Ciencias Físicas (ICIFI), Escuela de Ciencia y Tecnología (ECyT), Universidad de San Martín (UNSAM). Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET). Universidad Nacional de Córdoba (UNC).
María Benítez, Licenciada en Musicoterapia, Facultad de Psicología, Universidad de Buenos Aires. Doctoranda en Psicología. Becaria Doctoral CONICET.
Laboratorio Interdisciplinario de Neurociencia Cognitiva (LINC). Centro de Estudios Multidisciplinarios en Sistemas Complejos y Ciencias del Cerebro (CEMSC3), Instituto de Ciencias Físicas (ICIFI), Escuela de Ciencia y Tecnología (ECyT), Universidad de San Martín (UNSAM). Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET). Universidad Nacional de Córdoba (UNC).
Veronika Diaz Abrahan, Laboratorio Interdisciplinario de Neurociencia Cognitiva (LINC). Centro de Estudios Multidisciplinarios en Sistemas Complejos y Ciencias del Cerebro (CEMSC3), Instituto de Ciencias Físicas (ICIFI), Escuela de Ciencia y Tecnología (ECyT), Universidad de San Martín (UNSAM). Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET).
Doctora en Neurociencias, Facultad de Ciencias Químicas, Universidad Nacional de Córdoba. Licenciada en Musicoterapia, Facultad de Psicología, Universidad de Buenos Aires.
Nadia Justel, Laboratorio Interdisciplinario de Neurociencia Cognitiva (LINC). Centro de Estudios Multidisciplinarios en Sistemas Complejos y Ciencias del Cerebro (CEMSC3), Instituto de Ciencias Físicas (ICIFI), Escuela de Ciencia y Tecnología (ECyT), Universidad de San Martín (UNSAM). Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET).
Doctora en Psicología, Facultad de Psicología, Universidad Nacional de Córdoba. Licenciada en Psicología, Facultad de Psicología, Universidad de Buenos Aires.
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