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The Demands of Performance Generating Systems on Executive Functions: Effects and Mediating Processes
Pil Hansen1, Emma A Climie2, Robert J Oxoby3
1School of Creative and Performing Arts, University of Calgary, Calgary, AB, Canada.
Frontiers in Psychology
|August 28, 2020
Summary
Performance generating systems (PGS) training may enhance executive functions like attention and inhibition. Participants developed problem-solving and attention-redirection strategies to manage practice challenges.
Area of Science:
- Cognitive Psychology
- Neuroscience
- Performing Arts Research
Background:
- Performance Generating Systems (PGS) involve rule-based improvisation in performing arts.
- Sustaining PGS praxis demands high executive function engagement.
- Hypothesis: PGS training improves executive abilities through sustained practice.
Purpose of the Study:
- To test if PGS training enhances executive functions.
- To identify mediating processes in PGS practice.
- To explore the application of PGS in strengthening cognitive skills.
Main Methods:
- Mixed-methods study with a control group (28 participants).
- 8-week intervention involving PGS praxis.
- Standardized executive function tests (D-KEFS) and qualitative observations used.
Main Results:
- Statistically significant and trending effects observed in inhibition, problem-solving initiation, fluidity, and cognitive flexibility.
- Participants faced challenges mid-intervention, developing problem-solving and attention-redirection strategies.
- Qualitative data revealed these strategies as key behavioral patterns.
Conclusions:
- PGS training shows potential for enhancing executive functions beyond other performing arts interventions.
- The study provides insights into PGS mechanisms, aiding its development and teaching.
- Problem-solving and attention-redirection are crucial for sustaining PGS practice and cognitive benefits.
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