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Familienbildung für alle : Familien mit Fluchtgeschichte erfolgreich ansprechen und einbinden
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Music and Cognitive Flexibility: a case of limited transfer?
No full textIntroduction
When asked to switch between several tasks people usually exhibit switch costs in performance in that they get slower and performance more error-prone. These switch costs are taken as index of cognitive flexibility and smaller switch costs reflect better flexibility. Experts in one domain (i.e., music) are often suspected to transfer their skills to non-expertise domains. This holds true also for musicians which are often required to change tempi or clefs while performing. We asked if skills that are acquired by music training can also improve performance in tasks in non-musical domains. Therefore, this paper deals with the question of whether music training is associated with improved cognitive flexibility. Existing evidence concerning the potential influences of music training on cognitive flexibility in adults shows mixed results for transfer to non-musical tasks (e.g., Gade & Schlemmer, 2021).
Aims
In order to further investigate the transfer of cognitive flexibility associated with music training, we designed an experiment in which participants solved both a music-related task (reading of musical notes) and a non-musical task (comparing numbers). We hypothesized that music training should influence the performance in the music-related switching task, but not in the non-musical switching task.
Method
The music-related task was modeled after Slama et al. (2017). Participants were presented with a visual cue (either a violin or a bass clef) on the computer screen for 250 ms. After a cue-target interval, the target stimulus and two accompanying stimuli were presented. The task of the participants was to indicate the position of the matching stimulus by pressing a key on the computer keyboard. For example, when the cue was a violin clef and the target was the letter “A”, participants had to decide which of the two tones is an A in violin clef. In the non-musical task, participants had to indicate which number was smaller or larger than the presented one, based on the cue. All participants filled in the Gold MSI to assess musical training (Müllensiefen et al., 2014). Participants were sampled with the demand that they have a minimum of five years of music training. Data was collected from 62 participants. Reaction time data were submitted to a linear mixed effects model with transition (task switch vs. repetition) and task (musical vs. non-musical) as fixed factors and Gold-MSI score as a continuous variable.
Results
Mean score in the Gold-MSI training scale was 36.04 (SD=7.04). The model revealed switch costs which were not affected by task type or by the Gold-MSI score.
Discussion
Our results revealed that in our musically educated sample, switch costs were similar in a music-related and in a non-musical task. These results suggest a general improvement in cognitive flexibility which is not only visible in expertise-related tasks. Caveats should be investigated, such as the comparability of the tasks alongside the level of music training, which was remarkably high in our sample. Currently a non-musical sample is collected in the number comparison task, which will allow a comparison between participants with and without music training.
References
Gade, M., & Schlemmer, K. (2021). Music Modulates Cognitive Flexibility? An Investigation of the Benefits of Musical Training on Markers of Cognitive Flexibility. Brain Sciences, 11(4), Article 4. https://doi.org/10.3390/brainsci11040451
Müllensiefen, D., Gingras, B., Musil, J., & Stewart, L. (2014). The musicality of non-musicians: An index for assessing musical sophistication in the general population. PLOS ONE, 9, e89642. https://doi.org/10.1371/journal.pone.0089642
Slama, H., Rebillon, E., & Kolinsky, R. (2017). Expertise and cognitive flexibility: A musician’s tale. Journal of Cultural Cognitive Science, 1, 119–127. https://doi.org/10.1007/s41809-017-0011-
‘Kanak for life’: The question of cultural appropriation in music education and performance in the context of Turkish-German bilingualism
No full textMusic education might be a useful tool to support bilingual language acquisition and learning environments (e.g. Liu & Kager, 2017; Lozada, 2023; Neumann et al., 2024), with Turkish-German bilingualism in Germany serving as one illustrative case (Inceel, 2018; 2023a; 2023b). In practice, however, the question arises as to whether a truly cultural exchange in multilingual music environments is possible under conditions of asymmetrical power relations (e.g. Bates, 2022; Josties & Gerards, 2019). This paper therefore explores whether Turkish-German bilingualism in music education and performance in Germany can be understood as a form of cultural appropriation and if so, how. To address this, various educational and performance-based examples, as well as hypothetical scenarios, will be examined using Rogers’ (2006) framework on cultural appropriation and Beveridge’s (2022) adaptation of this framework to the field of music education. Finally, the paper considers where the boundaries of cultural appropriation lie and which factors should be taken into account for it to be sustainably embedded in education settings.
*The title refers to the song “K4L” by rapper Ebow (2019)
Alle Fragen offen? : Frauen zu Diakoninnen zu weihen wäre diskriminierend ; Anmerkungen zum vatikanischen Kommissionsbericht
No full text„Schöne Europäerinnen“, „Beutetürkin“ und „schwartze Africaner“. Galanterie, Orientalismus und Kolonialismus um 1700
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Teaching religion in postmodern society : some insights from the German “Carousel of Concepts” for the renewal of Catholic religious education in Poland
No full textPoland, still considered by some to be a bastion of Catholicism in Europe, is becoming more secularised every year, and its society resembles the postmodern societies of Western Europe. The changes in religiousness, which affect especially the younger Poles, are so strong that they call into question the validity of the current form of religious education, i.e. school catechesis, which is proving incapable of fulfilling its tasks, e.g. in the function of Christian initiation. Given the above context, the present article has a threefold purpose: The first step is to present the social and educational challenges of school catechesis in Polish schools. Based on these premises, the second step will outline the main similarities and differences in religious education between Poland and Germany, and then the German 'Carousel of Concepts' (H. Mendl) of the 1960s, which contributed to the emergence of a possible optimal model of religious education for a postmodern society. In the third and final step, ideas for the future will be formulated for the renewal of religious education in Poland, making it possible to characterise it in a guiding way as a dialogical-educational concept
The prevalence of misophonia in a representative population-based survey in Germany
No full textPurpose
Misophonia is a new disorder, currently defined as significant emotional and physiological distress when exposed to certain sounds. Although there is a growing body of literature on the characteristics of the disorder, the prevalence in the general population is still relatively unknown. This study therefore aims at determining the prevalence and symptom severity of misophonia in a large and representative general population sample in Germany.
Methods
To examine the prevalence of misophonic sounds, misophonic reactions and misophonia severity, a cross-sectional population representative survey in Germany has been conducted. Participants ( N = 2.522) were questioned retrospectively about misophonic symptoms using the Amsterdam Misophonie Scale – Revised (AMISOS-R).
Results
Overall 33.3% reported to be sensitive to at least one specific misophonic sound. Within the total sample, subthreshold symptoms were reported by 21.3%, mild symptoms were reported by 9.9%, moderate to severe symptoms were reported by 2.1%, and severe to extreme symptoms were reported in 0.1% of participants.
Conclusion
Based on the diverging presentations and prevalence rates of misophonic sounds, reactions and symptoms according to the severity, it seems worthwhile to conceptualize misophonia as a rather continuous spectrum disorder (subthreshold, mild, moderate to severe), still taking into account that an additional categorical diagnostic approach might be necessary to derive a diagnosis in clinical practice
Scoping Review : Digital Mental Health Interventions for Children and Adolescents Affected by War
No full textObjective
More than 200 million children and adolescents live in countries affected by violent conflict, are likely to have complex mental health needs, and struggle to access traditional mental health services. Digital mental health interventions have the potential to overcome some of the barriers in accessing mental health support. We performed a scoping review to map existing digital mental health interventions relevant for children and adolescents affected by war, to examine the strength of the evidence base, and to inform the development of future interventions.
Method
Based on a pre-registered strategy, we systematically searched MEDLINE, Embase, Global Health, APA PsychInfo, and Google Scholar from the creation of each database to September 30, 2022, identifying k = 6,843 studies. Our systematic search was complemented by extensive consultation with experts from the GROW Network.
Results
The systematic search identified 6 relevant studies: 1 study evaluating digital mental health interventions for children and adolescents affected by war, and 5 studies for those affected by disasters. Experts identified 35 interventions of possible relevance. The interventions spanned from universal prevention to specialist-guided treatment. Most interventions directly targeted young people and parents or carers/caregivers and were self-guided. A quarter of the interventions were tested through randomized controlled trials. Because most interventions were not culturally or linguistically adapted to relevant contexts, their implementation potential was unclear.
Conclusion
There is very limited evidence for the use of digital mental health interventions for children and adolescents affected by war at present. The review provides a framework to inform the development of new interventions