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<p>Plastic changes in auditory perception during lessons using the D. E. Ogorodnov complex music and singing education (CMSE) method were studied. A group of 65 children took part in the school music program supplemented by the CMSE method five times a week and a control group of 29 subjects took music lessons according to the regular school program. Subjects aged 7–10 years performed the auditory attention test in the oddball paradigm twice with a four-week interval. Event-related potentials (ERP) were analyzed using the blind source separation method, which is based on the approximate joint diagonalization of covariance matrixes calculated for group ERP. Group ERP were decomposed into hidden components to isolate a component revealing the specific effect of training. Children from the control group showed adaptation to auditory stimulation carried out twice over the period of a month. This adaptation was apparent as a significant decrease in the amplitude of the temporal component of ERP on repeat testing. No such adaptation was found in the group of children who studied using the CMSE method.</p>

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Changes in Auditory Perception after Courses of Complex Music and Singing Education by the Ogorodnov Method: A Study of Event-Related Potentials

  • 期刊论文

  • 发表日期：

    2025年6月1日

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  • D. M. Ogorodnov,
  • S. A. Evdokimov,
  • Yu. D. Kropotov

摘要

Plastic changes in auditory perception during lessons using the D. E. Ogorodnov complex music and singing education (CMSE) method were studied. A group of 65 children took part in the school music program supplemented by the CMSE method five times a week and a control group of 29 subjects took music lessons according to the regular school program. Subjects aged 7–10 years performed the auditory attention test in the oddball paradigm twice with a four-week interval. Event-related potentials (ERP) were analyzed using the blind source separation method, which is based on the approximate joint diagonalization of covariance matrixes calculated for group ERP. Group ERP were decomposed into hidden components to isolate a component revealing the specific effect of training. Children from the control group showed adaptation to auditory stimulation carried out twice over the period of a month. This adaptation was apparent as a significant decrease in the amplitude of the temporal component of ERP on repeat testing. No such adaptation was found in the group of children who studied using the CMSE method.