TY - JOUR
T1 - How Rhythmic Skills Relate and Develop in School-Age Children
AU - Bonacina, Silvia
AU - Krizman, Jennifer
AU - White-Schwoch, Travis
AU - Nicol, Trent
AU - Kraus, Nina
N1 - Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: Supported by the National Institutes of Health (R01 HD069414 and F31 DC016205), the National Science Foundation (BCS 1430400), National Association of Music Merchants, Hunter Family Foundation, Dana Foundation, and the Mathers Foundation. The authors thank Interactive Metronome who graciously donated equipment used in this study. Interactive Metronome had no role in the study design, execution, or interpretation.
Publisher Copyright:
© The Author(s) 2019.
PY - 2019
Y1 - 2019
N2 - Rhythmic expertise can be considered a multidimensional skill set, with clusters of distinct rhythmic abilities evident in young adults. In this article, we explore relationships in school-age children (ages 5-8 years) among 4 rhythmic tasks hypothesized to reflect different clusters of skills, namely, drumming to an isochronous beat, remembering rhythmic patterns, drumming to the beat in music, and clapping in time with feedback. We find that drumming to an isochronous beat and remembering rhythmic patterns are not related. In addition, clapping in time with feedback correlates with performance on the other 3 rhythm tasks. This study contributes to the taxonomy of rhythmic skills in school-age children. It also supports the use of clapping in time training as a way to possibly affect a broad spectrum of rhythmic abilities that are linked to language and literacy processes.
AB - Rhythmic expertise can be considered a multidimensional skill set, with clusters of distinct rhythmic abilities evident in young adults. In this article, we explore relationships in school-age children (ages 5-8 years) among 4 rhythmic tasks hypothesized to reflect different clusters of skills, namely, drumming to an isochronous beat, remembering rhythmic patterns, drumming to the beat in music, and clapping in time with feedback. We find that drumming to an isochronous beat and remembering rhythmic patterns are not related. In addition, clapping in time with feedback correlates with performance on the other 3 rhythm tasks. This study contributes to the taxonomy of rhythmic skills in school-age children. It also supports the use of clapping in time training as a way to possibly affect a broad spectrum of rhythmic abilities that are linked to language and literacy processes.
KW - beat
KW - beat alignment task
KW - rhythm
KW - rhythmic patterns
KW - rhythmic skills development
KW - synchronization
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U2 - 10.1177/2333794X19852045
DO - 10.1177/2333794X19852045
M3 - Article
C2 - 31223633
AN - SCOPUS:85085058152
SN - 2333-794X
VL - 6
JO - Global Pediatric Health
JF - Global Pediatric Health
ER -