New study demonstrates the importance of rhythm perception and rhythm production in cognitive development (Ahokas)
In her dissertation on music education, Ahokas focuses on the effects of musical rhythm and approaches the topic from a multidisciplinary perspective, with (music)education, cognitive music science, and psychology as their main fields of study.
The development of rhythm skills is linked to motor skills. Ahokas approaches the possible cognitive effects of rhythm training from the perspective of human movement. Motivational music and movement interventions designed for children learning to read, with an emphasis on rhythm, support the reading skills of those pupils who have challenges in learning to read. The results also support previous research on the connection between memory functions, such as short-term memory and working memory, and rhythm perception, rhythm production, and literacy skills.
"Rhythm skills, both rhythm perception and production, have been shown to predict literacy skills, and this could be put to good use in the context of pre-school and early education for 5- to 6-year-olds. It may also be possible to continue supporting students who appear to have challenges in these skills with music interventions. One very enjoyable way to develop rhythmic skills is through dance, and previous research on aging populations has shown the benefits of this activity/activation for maintaining cognitive abilities. Musical rhythm skills can therefore be developed and trained in many different ways, and this is beneficial for everyone, regardless of age.”
Ahokas also reflects the possible root causes of why the field of music research, which is strongly based on classical music theory, does not focus much on rhythm. In addition, he emphasizes the importance of greater involvement of experts in rhythm education—musicians, music teachers, and dance educators—as part of multidisciplinary research designs.
"The development of rhythm theories could also support the development of this field of research in music studies. For some reason, rhythm is like a necessary, even slightly sinful servant that no one wants to focus on, at least not as enthusiastically as in tonality or harmony. On the other hand, the expertise of teachers and music professionals in how to teach these skills most effectively is still largely untapped in impact research related to rhythm. The tradition of teaching these skills is very well established among these groups of dance and music experts.“
FM Riikka Ahokas defends her doctoral dissertation in Music Education “Body as Cognition; Rhythm, Sensorimotor Activation and Executive Function” on December 4, 2025, in the old auditorium (S212) of the University of Jyväskylä's Seminarium. The opponent is PhD, Postdoctoral Researcher Franziska Degé (Max Planck Institute for Empirical Aesthetics, Germany) and custos Professor Suvi Saarikallio (University of Jyväskylä).
