Breakdancing Movement Based on Image Recognition Promotes Preschool Children's Executive Function and Intervention Plan.

With the continuous development of science and technology, people can apply more and more technology to the cultivation of children's abilities. In the process of cultivating children's ability, the most fancy is the study of executive function, and this is the research topic of this article. In the past, training methods such as music, mindfulness, and exercise have been used in the study of children's executive abilities to promote the development of preschool children's executive functions. While various approaches have had some effect, researchers have been exploring more comprehensive approaches to effective training. This article is aimed at studying how to use image recognition technology to conduct an intervention analysis of breakdancing in promoting the executive function of preschool children. For this reason, this paper proposes image recognition technology based on deep learning neural network and conducts research, analysis, and improvement on related technologies obtained from deep learning. This makes it more suitable for the research topic of this article and design-related experiments and analysis to explore its related performance. The experimental results in this paper show that the improved image recognition technology has improved accuracy by 31.2%. And the performance of its algorithm is also improved by 21%, which can be very effective in monitoring preschool children during breakdancing.

Promotion of Street-Dance Training on the Executive Function in Preschool Children.

Executive function is the center of cognitive function, emotional function, and social function, and plays an important role in children's cognitive development. Previous studies used music, sports, and other training methods to promote the development of children's executive function. but researchers are still exploring more comprehensive and effective training methods. Street-dance, as a comprehensive dance form integrating the characteristics of movement, music, rhythm, and so on, needs the coordination of individual sensory systems and a sense of musical rhythm and action. These are the same activity elements found in previous studies that can improve the individual executive function of children. In order to investigate the promoting effect of street-dance training on children's executive function, this study designed a street-dance training program integrating the characteristics of each component of executive function. Sixty preschool children around the age of four (M = 52.4, SD = 3.95) participated using the pretest-posttest experimental design. The dancing group conducted street-dance training 3 times a week, 40-50 min each time for a total of 24 times; the control group did not train. We discovered that 8 weeks of street-dance training can promote the development of executive function in preschool children, and we discussed about the potential mechanism of the street dance training effects and the implications of intervention programs.

Sustained Effect of Music Training on the Enhancement of Executive Function in Preschool Children.

Musical training is an enrichment activity involving multiple senses, including auditory, visual, somatosensorial, attention, memory, and executive function (EF), all of which are related to cognition. This study examined whether musical training enhances EF in preschool children who had not undergone previous systematic music learning. This study also explored the after-effects 12 weeks after cessation of musical training. Participants were 61 preschool children from a university-affiliated kindergarten in North China. The experimental group underwent 12 weeks of integrated musical training (i.e., music theory, singing, dancing, and role-playing), while the control group performed typical daily classroom activities. The three components (inhibitory control, working memory, cognitive flexibility) of executive functions were evaluated using the Day/Night Stroop, Dimensional Change Card Sort, Dot Matrix Test, and Backward Digit Span Task. In Experiment 1, EFs were tested twice-before (T1) and after (T2) the music training. The results showed that children's EFs could be promoted by musical training. In addition, EFs were tested again 12 weeks later after the end of the intervention (T3) in Experiment 2. We discovered that integrated musical training demonstrated a sustained promotion effect.

Perception of Western Musical Modes: A Chinese Study.

The major mode conveys positive emotion, whereas the minor mode conveys negative emotion. However, previous studies have primarily focused on the emotions induced by Western music in Western participants. The influence of the musical mode (major or minor) on Chinese individuals' perception of Western music is unclear. In the present experiments, we investigated the effects of musical mode and harmonic complexity on psychological perception among Chinese participants. In Experiment 1, the participants (N = 30) evaluated 24 musical excerpts in five dimensions (pleasure, arousal, dominance, emotional tension, and liking). In Experiment 2, the participants (N = 40) evaluated 48 musical excerpts. Perceptions of the musical excerpts differed significantly according to mode, even if the stimuli were Western musical excerpts. The major-mode music induced greater pleasure and arousal and produced higher liking ratings than the minor-mode music, whereas the minor-mode music induced greater tension than the major-mode music. Mode did not influence the dominance rating. Perception of Western music was not influenced by harmonic complexity. Moreover, preference for musical mode was influenced by previous exposure to Western music. These results confirm the cross-cultural emotion induction effects of musical modes in Western music.