Effects on symptoms of attention deficit and working memory of undergraduate music education

Effects on Symptoms of Attention Deficit and Working Memory of Undergraduate Music Education Objective: In this study, through self-report scales and neuropsychological tests, effects on attention deficit symptoms and working memory of music were investigated. Materials and Methods: Study was performed at Inonu University, Faculty of Arts and Education, Music Education department and Conservatory, Music Education department between February 2014 - June 2014. 104 students who study music education at the undergraduate level, and accepted entry to study at the beginning of February were included in this study. These students aged 18-30 years do not use any substances except smoking and undiagnosed neurological disorders, psychiatrically mood disorder, and do not have any diagnosis and treatment of psychotic disorders. A standardized neuropsychological test battery containing Wechsler Memory Scale and the Stroop test to participants was applied after applying sociodemographic data form, Adult ADHD Scale (Atilla Turgay and ASRS). By looking at the difference between class 1 and class 4, effects on working memory and attention in the long process of music education were investigated. Moreover WMS-R number range and WMS 3 mental control tests to 1st class students were applied after 5 months, results were compared statistically. Results: In the 21-22 age group compared to 18-20 age group, AT DE clinical rating scale scores were statistically higher. There was no statistically significant difference in adult attention deficit scores according to participants' gender, marital status, hand preference. AT DE scale score in students exposed to childhood trauma was significantly higher. AT DE scale scores in 4th class were found to be significantly higher. There was no significant difference in adult attention deficit scores by the number of instruments which students can play. In the group of stringed instruments compared to the main instrument groups, AT DE scale scores of the participants were found to be significantly higher. Right-handers have completed 4th stage of Stroop test in longer statistically significant level. There was no statistically significant difference for Stroop Test 2, 3, 4. steps by sex, whereas significant difference was found at the stages of "counting in threes" and "counting down in sevens" of WMS 3-R in favor of the male gender. A statistically significant difference was not found in the Stroop test compared to substance use however significant difference was found at the stage of "counting in threes" that is a 3rd stage of WMS-R test. 4th class students completed 3rd stage of Stroop Test and WMS 3 mental control tests except "counting down in days" in a significantly shorter time. Students in the age group ≥23 had significantly higher scores at the stage of "counting in threes" of WMS 3 mental control. According to the main instrument group, stringed instruments group completed WMS-R and WMS 3 mental control test at the stage of "counting in threes" in a significantly longer time. The group that plays 4-5 instruments showed significantly better performance in visual-spatial delayed memory measuring. When WMS-R and WMS 3 mental control test was repeated after 5 months, it was determined that 1st class students completed the stages of "counting down in days" and "counting in threes" in significantly less time. Discussion: While 4-year systematic music education during undergraduate education develops in working memory in our sample group, it is observed that only music experience effort does not significantly contribute. These results suggest that regular, intensive and systematic music practice have positive effect on cognition. Conclusion: More studies are required to investigate the effects of music education on cognitive functions. If it is confirmed that systematic music practices have important cognitive effects such as working memory and executive functions, it can be expected that applying of music education and therapy can be useful in the areas of appropriate indication. Keywords: Attention, working memory, music education.