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Evaluation and Training of Rhythmic Skills Via New Technologies Valentin Bégel Evaluation and training of rhythmic skills via new technologies Valentin Bégel To cite this version: Valentin Bégel. Evaluation and training of rhythmic skills via new technologies. Human health and pathology. Université Montpellier, 2017. English. NNT : 2017MONT4003. tel-01684423 HAL Id: tel-01684423 https://tel.archives-ouvertes.fr/tel-01684423 Submitted on 15 Jan 2018 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. THÈSE POUR OBTENIR LE GRADE DE DOCTEUR DE L’UNIVERSITÉ DE M ONTPELLIER En Science et Techniques des Activités Physiques et Sportives École doctorale Sciences du Mouvement Humain (ED463) Unité de recherche Euromov (EA2991) Evaluation and training of rhythmic skills via new technologies Présentée par Valentin BÉGEL Le 3 octobre 2017 Sous la direction de Simone DALLA BELLA Devant le jury composé de Sonja KOTZ, Professeure, Université de Maastricht, Pays-Bas Présidente du jury Barbara TILLMANN, Professeure, Université de Lyon 1, CNRS, Lyon, France Rapporteur Marc LEMAN , Professeur, Université de Gand, Belgique Rapporteur Julien LAGARDE, Docteur, Université de Montpellier, France Examinateur Simone DALLA BELLA, Professeur, Université de Montpellier, France Directeur de thèse Antoine SEILLES, Docteur, Entreprise NaturalPad, France Encadrant de thèse 1 2 AKNOWLEDGMENTS The first words of this manuscript will serve to express my gratitude to all the people who contributed to this work, and to those who were by my side during my thesis to make it a wonderful experience. I am very grateful to the members of the jury, who have agreed to evaluate my work in light of their outstanding expertise. Many thanks to Prof. Barbara Tillmann and Prof. Marc Leman , who reviewed the document, and to Prof. Sonja Kotz and Dr. Julien Lagarde . Merci à mon directeur de thèse, Simone Dalla Bella , qui s’est investi dans ce projet, dans mon encadrement et dans la préparation de mon avenir bien au-delà de ce qu’ on peut attendre d’un directeur . À Antoine Seilles , qui a été mon encadrant au sein de NaturalPad, merci pour tous les efforts faits pour ma formation et pour avoir habilement concilié les intérêts de l’entreprise et ceux de la recherche. Cette thèse a été réalisée dans un contexte particulièrement stimulant qui a permis d’allier la qualité scientifique à la créativité et au dynamisme d’une jeune entreprise. Je remercie sincèrement le Pr. Benoit Bardy , qui a été à l’initiative d’ Euromov avant d’en assurer la direction, ainsi que tous les chercheurs, les étudiants et les membres du laboratoire qui travaillent à son excellence. Merci à Grégoire Vergotte pour son soutien immodéré, notamment dans les derniers moments de cette thèse. Je tiens également à remercier particulièrement les salariés et stagiaires de NaturalPad, avec lesquels j’ai pu m’épanouir dans un projet innovant. J’ai eu la chance d’être entouré de personnes formidables qui, de près ou de loin, m’ont apporté beau coup d ’affection et de sérénité. Merci à tous les membres de ma famille et de ma belle-famille ainsi qu’à tous ceux qui m’ont offert leur ami tié avant ou pendant ma thèse. Parmi eux, je dois beaucoup à quelques personnes qui ont été à mes côtés depuis de longues années. Merci infiniment à ma compagne, Violaine , avec qui j’ai partagé les plus grands moments de bonheur, et à Claude , ma maman, et François , mon papa. Merci également à mon frère Victor et à sa compagne Julie , à mon neveu, Léonard , qui m’a enchanté pendant mes années de thèse, à Nini , ma grand-mère, à Nathalie et à Gérard . De même, comment ne pas évoquer ici les représentants de la typerie ? Merci à Amélie , Alison , Théo , Maxime , Arthur , Arthur , Maël , Flo , Pierre , Jean-Baptiste et à bien d’autres encore. 3 Je tiens également à saluer la générosité de nomb reuses personnes qui m’ont transmis leur connaissance, leur savoir et leur passion, avec une pensée particulière pour Gautier Laurent et Denis Rocher. Finally, I would like to thank all of my colleagues and collaborators from diverse backgrounds and various places, from whom I learned a lot, and who contributed to my scientific growth. I am particularly grateful to Prof. Caroline Palmer and to all the members of the SPL at McGill University for their warm welcome in Montreal. 4 TABLE OF CONTENTS Preface ................................................................................................................................. 8 Theoretical section ................................................................................................. 11 1. Chapter 1. The Neuroscience of Rhythm. Why studying Rhythmic skills? ............ 12 1.1. The origins of rhythmic skills in humans .................................................................. 13 1.2. Timing and Rhythm: definitions, theories & models ................................................ 15 1.2.1. Explicit timing: Duration-based and Beat-based models of timing ................. 16 1.2.2. Implicit timing .................................................................................................. 24 1.2.3. Neuronal basis of timing .................................................................................. 27 1.3. Links between rhythm, movement and cognitive abilities ....................................... 28 1.3.1. Rhythm and movement .................................................................................... 29 1.3.2. Rhythm and cognitive capacities ..................................................................... 30 2. Chapter 2. Rhythmic disorders .................................................................................. 32 2.1. Beat deafness ............................................................................................................ 34 2.2. Parkinson’s disease .................................................................................................... 36 2.2.1. Gait in PD ......................................................................................................... 37 2.2.2. Timing deficits in PD ....................................................................................... 37 2.3. Neuro-developmental disorders ................................................................................ 38 5 3. Chapter 3. Training rhythmic skills ........................................................................... 42 3.1. Music training ........................................................................................................... 43 3.2. Musical expertise ...................................................................................................... 44 3.3. Rhythmic training ..................................................................................................... 46 4. Chapter 4. Rhythmic training by the means of video games ................................... 52 4.1. Serious games ........................................................................................................... 53 4.2. Limits and advantages of the existing games ........................................................... 55 4.2.1. Games that involve full-body movement recorded via an external interface (e.g., Kinect, Wii) .............................................................................................. 56 4.2.2. Games that involve rhythmic finger tapping on a tablet .................................. 56 4.2.3. Computer or console games that involve finger tapping on keys .................... 56 4.2.4. Console games involving singing (e.g. Sing Star ) ............................................ 57 4.3. Discussion and summary of the section .................................................................... 59 Experimental section ........................................................................................... 64 5. Chapter 5. Evaluation of timing and rhythmic skills ............................................... 67 5.1. Study 1: BAASTA: Battery for the Assessment of Auditory Sensorimotor and Timing Abilities .......................................................................................................... 68 5.2. Study 2: Test-retest reliability of the Battery for the Assessment of Auditory Sensorimotor and Timing Abilities (BAASTA) ....................................................... 100 6 5.3. Study 3: “Lost in time” but still moving to the beat ............................................... 110 6. Chapter 6. Training of rhythmic skills. Study 4: Rhythm Workers : A music-based serious game for training rhythm skills ................................................................... 129 Discussion & Conclusion .................................................................................................... 157 7. Chapter 7. Discussion ................................................................................................ 158 7.1. Overview of results ................................................................................................. 159 7.2. Theoretical implications on sensorimotor synchronization models ......................
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