The Effectiveness of Piano Therapy vs. Piano Listening on Manual Dexterity in the Elderly
NCT ID: NCT03372031
Last Updated: 2017-12-15
Study Results
The study team has not published outcome measurements, participant flow, or safety data for this trial yet. Check back later for updates.
Basic Information
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COMPLETED
NA
20 participants
INTERVENTIONAL
2017-08-30
2017-12-01
Brief Summary
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Detailed Description
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Of the three proposed mechanisms of Music Supported Therapy (MST) explained in the introduction, the findings of this study may be best explained by the emotion-motivation mechanism. Though dexterity scores were organized by whether the scores followed an active playing module, all participants experienced the same amount of music-listening and social interaction. Whether the participant was playing the music him/herself or observing, both groups were always hearing the same songs and scales for the same amount of time. The emotion-motivation mechanism states that this music-listening alone may increase cognitive processes like working memory and boost both mood and motivation. Therefore, these findings may mean that listening to piano music helps dexterity performance in older adults; but it does so if and only if the participants experience the music-listening module for a sufficient duration of time.
Along with music-listening, social interaction was consistent between active and passive groups throughout the study. This interpersonal interaction may also have had an effect on mood and motivation, as piano instructors provided high levels of encouragement and complimented the participants' progress often. Relationship quality between patient and therapist is correlated with efficacy of therapy. This concept of increased socialization contributing to dexterity improvements is also supported by a study that identified social participation as a preventative factor of perceptual speed decline in older adults.
Not finding the hypothesized effect of active versus passive condition on dexterity could be due to dexterous activities that the participants were engaged in outside of the training modules. For example, three of the 15 participants reported that they currently play piano in their free time, so it can be conjectured that those participants were engaged in active piano playing even when they were in the passive listening module. Other activities enjoyed by participants include exercise classes and painting-both of which could have been improving or maintaining their dexterity throughout the study.
Conditions
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Keywords
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Study Design
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RANDOMIZED
CROSSOVER
TREATMENT
NONE
Study Groups
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Active-Passive
Active Piano training (8 sessions in two weeks) followed by listening to piano training (8 sessions in 2 weeks) (Passive condition)
Piano training (Active)
Piano Curriculum. Participants were all trained on one of four 88-key pianos located in the assisted living facility. Piano instructors were 6 undergraduate Music Education and Music Performance majors. Each lesson of the week had a different focus: right and left hands separately, bimanually coupled, and bimanually uncoupled (Loehrer et al., 2016). Each week of the module had a different focus as well: notes played one step apart, notes played multiple steps apart (intervals), and tones played together (two-note chords) (van Vugt et al., 2016; Villeneuve et al., 2014). Each session began with skill exercises and ended with learning a simple, recognizable song. Two participants with extensive piano experience progressed to playing duets with the instructor and hymns out of a hymnal after mastery of the study curriculum. These training protocols were based on those of Schneider and colleagues' 2007 study.
Piano Training (Passive)
Participants listened to their research partner complete 8 active piano training sessions across 2 weeks.
Passive-Active
Passive piano training listening (8 sessions in two weeks) followed by active piano training (8 sessions in two weeks)
Piano training (Active)
Piano Curriculum. Participants were all trained on one of four 88-key pianos located in the assisted living facility. Piano instructors were 6 undergraduate Music Education and Music Performance majors. Each lesson of the week had a different focus: right and left hands separately, bimanually coupled, and bimanually uncoupled (Loehrer et al., 2016). Each week of the module had a different focus as well: notes played one step apart, notes played multiple steps apart (intervals), and tones played together (two-note chords) (van Vugt et al., 2016; Villeneuve et al., 2014). Each session began with skill exercises and ended with learning a simple, recognizable song. Two participants with extensive piano experience progressed to playing duets with the instructor and hymns out of a hymnal after mastery of the study curriculum. These training protocols were based on those of Schneider and colleagues' 2007 study.
Piano Training (Passive)
Participants listened to their research partner complete 8 active piano training sessions across 2 weeks.
Interventions
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Piano training (Active)
Piano Curriculum. Participants were all trained on one of four 88-key pianos located in the assisted living facility. Piano instructors were 6 undergraduate Music Education and Music Performance majors. Each lesson of the week had a different focus: right and left hands separately, bimanually coupled, and bimanually uncoupled (Loehrer et al., 2016). Each week of the module had a different focus as well: notes played one step apart, notes played multiple steps apart (intervals), and tones played together (two-note chords) (van Vugt et al., 2016; Villeneuve et al., 2014). Each session began with skill exercises and ended with learning a simple, recognizable song. Two participants with extensive piano experience progressed to playing duets with the instructor and hymns out of a hymnal after mastery of the study curriculum. These training protocols were based on those of Schneider and colleagues' 2007 study.
Piano Training (Passive)
Participants listened to their research partner complete 8 active piano training sessions across 2 weeks.
Other Intervention Names
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Eligibility Criteria
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Inclusion Criteria
Exclusion Criteria
70 Years
ALL
Yes
Sponsors
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Westminster College
OTHER
Responsible Party
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Locations
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Shanango on the Green
New Wilmington, Pennsylvania, United States
Countries
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References
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Ferreira PH, Ferreira ML, Maher CG, Refshauge KM, Latimer J, Adams RD. The therapeutic alliance between clinicians and patients predicts outcome in chronic low back pain. Phys Ther. 2013 Apr;93(4):470-8. doi: 10.2522/ptj.20120137. Epub 2012 Nov 8.
Jones L, Karageorghis CI, Ekkekakis P. Can high-intensity exercise be more pleasant?: attentional dissociation using music and video. J Sport Exerc Psychol. 2014 Oct;36(5):528-41. doi: 10.1123/jsep.2013-0251.
Lovden M, Ghisletta P, Lindenberger U. Social participation attenuates decline in perceptual speed in old and very old age. Psychol Aging. 2005 Sep;20(3):423-34. doi: 10.1037/0882-7974.20.3.423.
Vuilleumier P, Trost W. Music and emotions: from enchantment to entrainment. Ann N Y Acad Sci. 2015 Mar;1337:212-22. doi: 10.1111/nyas.12676.
Other Identifiers
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SeylerCapstone2017
Identifier Type: -
Identifier Source: org_study_id