Rhythmic expertise is a multidimensional skill set with clusters of distinct rhythmic abilities. For example, the ability to clap in time with feedback relates extensively to distinct beat- and pattern-based rhythmic skills in school-age children. In this study we aimed to determine whether clapping in time would relate to both beat- and pattern- based rhythmic tasks among adolescents and young adults. We assessed our participants on seven tasks: two beat-based tasks (Metronome and Tempo adaptation), two pattern-based tasks (Reproducing rhythmic patterns and Remembering rhythmic patterns), a self-paced drumming task, a task of drumming to a music beat, and a clapping in time task. We found that clapping in time correlated with all other rhythmic tasks, even though some were not mutually related to one another. These results provide insight into the taxonomy of rhythmic skills and support the practice of clapping in time with feedback as a means of developing broad spectrum rhythmic abilities.
BonacinaS.KrizmanJ.White-SchwochT.KrausN. (2018).
Clapping in time parallels literacy and calls upon overlapping neural mechanisms in early readers. Annals of the New York Academy of Sciences,
1423(1), 338–348. doi.10.1111/nyas.13704
2.
BonacinaS.KrizmanJ.White-SchwochT.NicolT.KrausN. (2019).
How rhythmic skills relate and develop in school-age children. Global Pediatric Health,
6, 2333794X19852045. https://doi.org/10.1177/2333794x19852045
3.
BonacinaS.KrizmanJ.White-SchwochT.NicolT.KrausN. (2020).
Distinct rhythmic abilities align with phonological awareness and rapid naming in school-age children. Cognitive Processing,
21(4), 575–581. https://doi.org/10.1007/s10339-020-00984-6
4.
ChenY.-L.PeiY.-C. (2018).
Musical dual-task training in patients with mild-to-moderate dementia: A randomized controlled trial. Neuropsychiatric Disease and Treatment,
14, 1381–1393. https://doi.org/10.2147/ndt.s159174
5.
Dalla BellaS.FarrugiaN.BenoitC. E.BegelV.VergaL.HardingE.KotzS. A. (2017).
BAASTA: Battery for the assessment of auditory sensorimotor and timing abilities. Behavior Research Methods,
49(3), 1128–1145. https://doi.org/10.3758/s13428-016-0773-6
6.
DavidD.Wade-WoolleyL.KirbyJ. R.SmithrimK. (2007).
Rhythm and reading development in school‐age children: A longitudinal study. Journal of Research in Reading,
30(2), 169–183. https://doi.org/10.1111/j.1467-9817.2006.00323.x
7.
EtraJ. L. (2006). The effect of interactive metronome training on children’s SCAN-C scores [Unpublished doctoral dissertation]. Nova Southeastern University, Fort Lauderdale, Florida.
8.
FlaugnaccoE.LopezL.TerribiliC.ZoiaS.BudaS.TilliS.MonastaL.MonticoM.SilaA.RonfaniL.SchönD. (2014).
Rhythm perception and production predict reading abilities in developmental dyslexia. Frontiers in Human Neuroscience,
8, 392. https://doi.org/10.3389/fnhum.2014.00392
9.
HussM.VerneyJ. P.FoskerT.MeadN.GoswamiU. (2011).
Music, rhythm, rise time perception and developmental dyslexia: Perception of musical meter predicts reading and phonology. Cortex; a Journal Devoted to the Study of the Nervous System and Behavior,
47(6), 674–689. https://doi.org/10.1016/j.cortex.2010.07.010
10.
Iversen, J. R., & Patel A. D. (2008). The Beat Alignment Test (BAT): Surveying beat processing abilities in the general population. Proceedings of the 10th International Conference on Music Perception and Cognition, pp.465–468.
KrausN.ChandrasekaranB. (2010).
Music training for the development of auditory skills. Nature Reviews. Neuroscience,
11(8), 599–605. https://doi.org/10.1038/nrn2882
13.
KuhlmanK.SchweinhartL. J. (1999). Timing in child development. High/Scope Educational Research Foundation.
14.
LesiukT.BugosJ.MurakamiB. (2018).
A rationale for music training to enhance executive functions in Parkinson’s disease: An overview of the problem. Healthcare,
6(2), 35. https://doi.org/10.3390/healthcare6020035
15.
PollackI. (1975).
Auditory informational masking. The Journal of the Acoustical Society of America,
57(S1), S5. https://doi.org/10.1121/1.1995329
RitterM.ColsonK. A.ParkJ. (2013).
Reading intervention using interactive metronome in children with language and reading impairment: A preliminary investigation. Communication Disorders Quarterly,
34(2), 106–119. https://doi.org/10.1177/1525740112456422
18.
ShafferR. J.JacokesL. E.CassilyJ. F.GreenspanS. I.TuchmanR. F.StemmerP. J. (2001).
Effect of interactive metronome® training on children with ADHD. The American Journal of Occupational Therapy: Official Publication of the American Occupational Therapy Association,
55(2), 155–162. https://doi.org/10.5014/ajot.55.2.155
19.
TaubG. E.McGrewK. S.KeithT. Z. (2007).
Improvements in interval time tracking and effects on reading achievement. Psychology in the Schools,
44(8), 849–863. https://doi.org/10.1002/pits.20270
TierneyA.White-SchwochT.MacLeanJ.KrausN. (2017).
Individual differences in rhythm skills: Links with neural consistency and linguistic ability. Journal of Cognitive Neuroscience,
29(5), 855–868. https://doi.org/10.1162/jocn_a_01092
22.
TrombettiA.HarsM.HerrmannF. R.KressigR. W.FerrariS.RizzoliR. (2011).
Effect of music-based multitask training on gait, balance, and fall risk in elderly people: A randomized controlled trial. Archives of Internal Medicine,
171(6), 525–533. https://doi.org/10.1001/archinternmed.2010.446
23.
Woodruff CarrK.White-SchwochT.TierneyA. T.StraitD. L.KrausN. (2014).
Beat synchronization predicts neural speech encoding and reading readiness in preschoolers. Proceedings of the National Academy of Sciences of the United States of America,
111(40), 14559–14564. https://doi.org/10.1073/pnas.1406219111
