System of pitch and rhythm patterns to promote aural attention abilities in 7-8 years old children

Abstract

Attention deficit disorder appears to be a common phenomenon among elementary school pupils. This phenomenon is illustrated by research in different elementary schools. Upon repeated assessment distinct attention disorder problems were identified in 35% of elementary school pupils in Latvia.
The hypothesis states that pitch and rhythm are the key music parameters to evoke a positive effect on aural attention system. Thus the goal is to develop a training program that would increase aural attentiveness in elementary school pupils.
The theoretical basis of this research is based on several acknowledged disciplines: 1) the structural differentiating characteristics of the attention system, 2) the pitch and rhythm elemental development and model formations, 3) the neuropsychological aspects of pitch and rhythm perception and processing.
The new computer-based Aural attention training program (A.U.T.) for pitch and rhythm encompasses 1-3 randomly chosen relevant patterns or training structures (T) that targets aural attention ability. The irrelevant acoustic information or structured phrases (SF) last 6-60 seconds and are divided in 3 groups. Group A encompasses 10 base phrases and selected T elements. Group B has 10 base phrases and gradually diminishing T elements. Group C has only 6 base phrases, however, with added acoustical interference, such as background noise, dynamics, timbre variations and pauses which all hinder perception. The relationship of Ts and SFs modulates the complexity of the training program at the level of perception and attention - higher complexity means longer SFs. The effectiveness of this program is analyzed by a standardized aural attention test.