Intro to GR Studies Final Presentation

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by Robert Williamson4 views·Updated Dec 6, 2021
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  1. Hi,
  2. I'm robert Williamson and together we'll be exploring the impacts of singular
  3. and multi genre auditory exposure on
  4. prenatal infantile and early childhood development
  5. before we get into the different phases the child development.
  6. I want to talk about childhood amnesia.
  7. Childhood amnesia is the inability of adults to recall early episodic memories.
  8. This will lay the foundation of the research because
  9. it's important that we kind of diagnose where we
  10. can begin with music education and potentially where we
  11. can start influencing child behavior and development for the better
  12. childhood amnesia is associated with the rapid forgetting that
  13. occurs in childhood and it's actually result of the
  14. lack thereof of development of the hippocampus, cerebral interpret lopes,
  15. the parts of the brain that aid in
  16. memory retention as well as emotional assuredness.
  17. What we know is that certain aspects and exposures to various stimuli can
  18. have positive or negative effects on psychological
  19. development all the way through adulthood.
  20. While we're unlikely to retain specific episodic memory before the age of five,
  21. we can create underlying cognitive tendencies.
  22. Before then
  23. this research focuses on two questions
  24. surrounding
  25. structured auditory music exposure.
  26. So is there a particular genre or style of music
  27. that accelerates the construction of neural structures and pathways?
  28. In addition,
  29. does exposure to high information music.
  30. So things with sophisticated harmony, texture or sonority?
  31. Can that promote more docile behavior
  32. and a decrease in stress to the fetus infant child?
  33. Perhaps we might find that there are no correlations and
  34. it rather depends on music exposure as a whole,
  35. diving into the womb,
  36. We know that the fetus develops the onset of
  37. hearing at 27 weeks or the third trimester.
  38. So the fetus has the ability to hear and process sound.
  39. And in newborns we can we can see that newborn is able to react to
  40. the sounds during that period and respond to
  41. them those identical sounds right after birth.
  42. So we know that they retain some sort of memory or recollection of sound
  43. utilizing Brahms melody.
  44. There were
  45. Brahms lullaby.
  46. Rather there were two separate studies that found that premature infants
  47. were excited or were calmed by different variations of the lullaby.
  48. So we know that they're able to react a tempo to changes in pitch or changes in timber.
  49. And we also know that the fetus can respond
  50. accordingly
  51. When we look into infancy. This is the period about 12 months after birth,
  52. the hippocampus.
  53. So what's responsible for these memories really kicks into high gear.
  54. We have an ability to
  55. sort of
  56. expedite the way we recall and store long term and short term memory
  57. and it kind of ignites our ability to
  58. take as much as we can out of the environmental stimuli that we have.
  59. So infancy
  60. is a complex period where we
  61. experience rapid neurological growth,
  62. but it also acts as a nursery where subconscious
  63. learning and memory systems are positively or negatively fostered
  64. when we moved from infancy to childhood.
  65. We can look at childhood as being or early childhood rather being the period from
  66. after one years old too,
  67. About generally about five years old.
  68. Typically we begin to develop some sort of self awareness by then,
  69. but in early childhood
  70. and then think it begins that transition and is
  71. able to further develop their cognitive abilities based on
  72. the stimulate stimuli that they experienced in infancy.
  73. The areas of the brain associated with that are the similar areas that have been
  74. um more stimulated throughout that time. So that's the front part of the brain.
  75. And in addition, the
  76. Children between the ages of one and five are at their peak neural plasticity.
  77. That's the ability to mold and shape the brain
  78. when we dive into structure music. So providing Children, infants and fetuses with
  79. auditory stimulation,
  80. we find that they do positive, positively react to those stimuli. They have,
  81. you know,
  82. a more likely chance of
  83. of reading at an earlier age. They have
  84. a better chance of
  85. developing positive relationships and memory.
  86. And we can also utilize the Suzuki and Cody methods to create
  87. intentional structure around that learning.
  88. Both methods essentially utilize positive
  89. reinforcement and parental mentorship,
  90. which is one of the most crucial aspects of fostering early musical knowledge.
  91. Children most often have to
  92. know that they are being supported and encouraged and positively
  93. receiving feedback.
  94. And conclusion,
  95. we find that musical training and childhood
  96. not only enhances many cognitive functions,
  97. but it is accompanied by no plastic changes in brain structure and function.
  98. Musical training as a whole results in better achievement
  99. and domains. So cross explaining studies
  100. more outside of music performance than we would think,
  101. such as verbal abilities, second language learning,
  102. non verbal reasoning and general intelligence.
  103. By using guided auditory exposure,
  104. parental mentorship
  105. and encouragement from gestation through early childhood,
  106. we can really foster
  107. early brain development,
  108. additionally, underlying cognitive and psychological benefits
  109. are abundant for
  110. those who have early music exposure.
  111. Thank you very much.