Music & Movement in Down Syndrome: Examination of intra and interhemispheric .....with Down Syndrome

Project: Research project

Project Details

Description

Music & Movement in Down Syndrome: Examination of intra and interhemispheric .....with Down Syndrome Music & Movement in Down Syndrome Persons with Down syndrome (DS) display a capability for learning even into adulthood and a love of moving to music that needs to be systematically investigated. We are among the first to report that people with DS move faster and more consistently to music than to visual, verbal or auditory instructions. Our research seeks to understand the mechanisms behind the perceptual-motor challenges and strengths in people with DS in order to discover the most effective techniques to assist them in learning new movements. The proposed research is designed to fill in two major gaps in previous research. One, very few studies have investigated long term learning with a delay and retention test. Thus, one aim of the proposed research is to extend previous research by examining practiced movement after 10 minute, 24 hour and one month delays. We think this is crucial because the reason for teaching persons with DS is so that they will remember the task even a month later. The second gap to be addressed involves examining intrahemispheric and interhemispheric processing following different instructions. Limited research has examined brain activity in persons with DS. However, to date, no research has measured music processing in persons with DS. By examining three separate instructional training groups, we will compare the cerebral processing differences among verbal (right hemisphere specialized in persons with DS), auditory (left hemisphere specialized), and music (bilateral activation) instructions during continuous motor performance and long term motor learning. Specifically, we predict that persons with DS that practice with music instructions will learn a continuous drumming task with reduced variability in movement timing and coordination and decreased brain activity (e.g., EEG coherence), more than persons with DS that practice with verbal and auditory instructions. The results of this research are significant because they bridge the theory-application gap in und KEYWORDS : brain-behaviour, perceptual-motor, Down Syndrome, cerebral processing, motor learning, education, music, therapy, EEG
StatusFinished
Effective start/end date6/30/096/29/11

Funding

  • Jerome Lejeune Foundation: $28,003.00

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