Re: Using classical music training principles to Improve Brain Power

Then again, why WOULD principles of muscular training apply to the
brain? This line of argument always sounds a little homespun to me...
like reason from horses to cars... they both require fuel, they both
do work, I have to direct them both to accomplish anything... and
since the horse runs better on oats, let's try putting oats in the
car. Kidding, of course, but reasoning like this is not uncommon, and
specialized fields of study exist specifically because such reasoning
doesn't always work.
Reasoning from one system to another is problematic, except as a
ground for investigative comparison.
In this case, there are undoubtedly similarities, especially in that
both systems respond to environmental stress. Problem is that's an
overly simplistic similarity - bacteria respond to stress, as do
plants. Given. But the complexities of how they respond to what
stress and in what amounts is nothing like obvious. The systems are
adapted to very different work. And then there are the assorted
spandrels they may carry with them, completely seperately.
- KD

On Jun 1, 11:43 am, "The.Fourth.Deviation." <davidsky...@gmail.com>
wrote:
> Interesting. I have started to integrate these techniques into my
> music practice sessions.
> However, as for their application to DNB, I don't know that the same
> principle applies. If overload training works to cause over-adaptation
> in weightlifting, why shouldnt we expect it to work with DNB?
> Especially if stagnating on lower levels? The philosophy is
> interesting, but I think it is more applicable to musical play than
> DNB.
> When weight lifting, if one cant move past lifting 15 pounds,
> continuing to lift 15 pounds will not improve that person strength.
> They usually have to switch to something higher and train there. So
> while the blogger uses principles of music training, who is to say
> that these are more valid than the principles of weight-lifting? At
> any rate, not a bad article to read, especially for musicians.
>
> On May 31, 8:21 pm, Paul <paul.mcglot...@gmail.com> wrote:
>
>
>
> > Thanks to all of you for your inspirational posts.
>
> > For those who are interested in using music to improve your cognitive
> > capabilities, this blog may be of interest: Using Music Principles to
> > Improve Brain Power:http://livingthecrway.wordpress.com/
>
> > I think the methods classical musicians use to perfect a piece apply
> > to improving N-back skills. I also think pianists, who often have to
> > play contrasting parts with each hand, and especially organists, who
> > play with their hands as well as their feet, may have a special
> > advantage for learning N-Back.
>
> > Paul
>
> > FYI:
>
> > Moral development, executive functioning, peak experiences and brain
> > patterns in professional and amateur classical musicians: Interpreted
> > in light of a Unified Theory of Performance.
>
> > Conscious Cogn. 2011 Apr 18.
>
> > Travis F, Harung HS, Lagrosen Y.
>
> > Source
>
> > Center for Brain, Consciousness and Cognition, Maharishi University of
> > Management, Fairfield, IA, USA.
>
> > Abstract
>
> > This study compared professional and amateur classical musicians
> > matched for age, gender, and education on reaction times during the
> > Stroop color-word test, brainwaves during an auditory ERP task and
> > during paired reaction-time tasks, responses on the Gibbs Sociomoral
> > Reflection questionnaire, and self-reported frequencies of peak
> > experiences. Professional musicians were characterized by:
>
> > (1) lower color-word interference effects (Stroop task),
>
> >  (2) faster categorization of rare expected stimuli (P3b), and a trend
> > for faster processing of rare unexpected stimuli (P3a),
>
> >  (3) higher scores on the Sociomoral Reflection questionnaire, and (4)
> > more frequent peak experiences during rest, tasks, and sleep.
>
> > Both groups had high values on the Brain Integration Scale. These
> > findings are interpreted in light of a Unified Theory of Performance,
> > which posits that effectiveness in any area is influenced by one's
> > level of mind-brain development-emotional, cognitive, moral, ego and
> > cortical development-with higher mind-brain development supporting
> > greater effectiveness in any domain.
> > Copyright © 2011
> > PMID: 21507681

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