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Özgün Başlık
Müziğin Beynin Bilişsel Fonksiyonlarına Olan Etkisi

Yazarlar
Ebru Ayata, Cihat Aşkın

Dergi Adı
İTÜ Dergisi B : Sosyal Bilimler

Cilt
2008, Cilt 5, Sayı 2, ss. 13-22

Anahtar Kelimeler
Müzik ; beyin ; nöropsikolojik testler ; Raven Standart Progresif Matrisler Testi

Özet
Müzik işlevinin, beyinde belli bir merkezi olmadığı, Broca alanı, görme, işitme, koordinasyon, hareket etme merkezleri gibi birçok bölgeyi kapsayan geniş bir alanda meydana geldiği ve bu bölgelerin yapısal olarak farklılaştığı bilinmektedir. Ayrıca yapılan araştırmalar, 7 yaşın beyin gelişimi açısından kritik bir dönem olduğunu göstermektedir. Bu bölgeler beyinde, müzik ve görselmekânsal organizasyon, sözel öğrenme, matematik, işitsel ve görsel hafıza gibi bazı müzik dışı fonksiyonların da işlem gördüğü ortak alanlar olarak kullanılmaktadır. Peki, müzik eğitimi ile yapısal olarak gelişen bu bölgeleri ortaklaşa kullanan, müzik dışı zihinsel beceriler de gelişiyor olabilir mi? Başka bir deyişle “müzik, beynin diğer zihinsel becerilerini geliştirmek için kullanılabilir mi?” sorularına cevap aramak amacıyla Yeditepe Üniversitesi Hastanesi'nin işbirliği ile bir araştırma planlanmıştır. Bu araştırma, yedi yaş öncesinde ve yedi yaş sonrasında müzik eğitimine başlamış ve hiç müzik eğitimi almamış, yaş ve eğitim seviyeleri biribirine denk toplam 19 kişiden oluşan, üç grup üzerinde yapılmıştır. Bu kişiler önce nöropsikolojik testlerden geçirilmiş, elde edilen verilerde müzisyenlerin müzik becerilerinin yanısıra, diğer zihinsel becerilerinin de geliştiği yönünde bir sonuç çıkmamıştır. Buna karşılık Raven Standart Progresif Matrisler testinde kontrol gurubu lehine istatistiksel olarak anlamlı bir sonuç elde edilmiştir. Çalışmanın ikinci aşaması olan fMRI çekimlerinde söz konusu testle ilgili uyaranlar verilmiş ve her iki gurubun beyin görüntüleri alınmıştır. Yapılan analizler sonunda, müzisyenlerin müzik dışındaki problemleri çözmek için de, beyinde müziği çözümledikleri mekanizmaları kullandıkları ortaya çıkmıştır.

Başlık (Yabancı Dil)
Effects of Music on Brain's Cognitive Functions

Anahtar Kelimeler (Yabancı Dil)
Music ; brain ; neuropsychological tests ; Raven Standart Progressive Matrices test ; fMRI

Özet (Yabancı Dil)
Among the many other different functions of human brain perception, production and developmental aspects of music has been the interest of many researchers. This subject has been the area of interest of not only the musicians but also the neurologists and the neuropsychiatrists. What is brain? How does it perceive, compose and interpret music? Today these questions are still perceived as open-ended questions. What are the communication paths and centers responsible for composing and perceiving music? Is it possible to develop them with training? How much of being a musician has to do with genetics or training? Is the claim that there is a developmental difference in the music centers and communication paths between people who began Western classical music training after the age of seven and those who began before that age valid? If there is a difference, did it affect in any way the development of other cognitive functions? In this study we tried to find answers to these questions by doing an extensive literature reserach. Results obtained showed that the seventh year is a critical period for human brain development and that the brain development of children who began music training before the age of seven is superior to other's. Furthermore, results showed that the music process takes place in a wide region of the brain that encompasses various areas and that these areas undergo structural changes. These areas of brain are being used jointly in the processing of music and some non-music functions such as visuo-spatial organization, verbal learning and mathematical, auditory and visual memory. Then, is it possible for the non-music functions, which jointly use these areas that undergo structural development with music training to develop as well? In other words, can music be used to develop other mental skills? It is with this aim in mind that a research has begun in collaboration with Yeditepe University Hospital. This research has been conducted on a total of nineteen people of similar age and education levels that were divided into three groups : subjects who had began music training before the age of seven, those who had began music training after the age of seven and those who never received music training. These subjects first underwent some neurological tests. Results were at first evaluated by taking into account the factor of beginning music training before the age of seven and after the age of seven. When no statistically meaningful results were obtained between these two groups, the research proceeded with different two groups ; musicians and non-musicians. The statistical meaningfulness of the results was once more evaluated using the t-test and no results showing that musicians' mental skills developed in addition to their music skills were found. However, statistically meaningful results to the advantage of the control group were obtained in the Raven Standard Progressive Matrices subtest (RSPM). It is a widely used non-verbal intelligence test. According to their author, Raven's Progressive Matrices and Vocabulary tests measure the two main components of general intelligence the ability to think clearly and make sense of complexity, which is known as educative ability and the ability to store and reproduce information, known as reproductive ability. During the fMRI scans, which constituted the second stage of the research, stimuli for the test in question were provided and brain scans of both group were taken. The aim here was to observe if there were any differences in the brain processes or mechanisms of the two groups. The results provided by the analyses showed that in order to solve non-musical problems musicians use the same mechanisms they use to analyze music. It is already known that these brain areas used by musicians had been used by them in previous studies during musical tasks such as sightreading and pitch perception. However, the same areas being used by musicians during a non-musical task that is RSPM show that they develop a different brain mechanism with music training and that they use this mechanism whether the task is related to music or not. In reality, it is very meaningful and promising for future research that when a nonmusical stimulus is provided, different areas are being activated in the brain of musicians than in those of non-musician. This is especially exciting for music and musicians, considering that these areas have the functions of processing the different elements of music. It is thought that some interdisciplinary studies used in this research will open new horizons for music education and practice under the light of results obtained.