The Effect of Auditory Cues on Static Postural Control: A Systematic Review and Meta-Analysis
Bibliographic record
Abstract
INTRODUCTION: The purpose of this systematic review and meta-analysis was to summarize the results related to the effects of auditory cues on static postural control. METHODS: MEDLINE/PubMed, EMBASE, SCOPUS, LILACS, CINAHL, CENTRAL, Web of Science, PEDro, and Google Scholar were searched from inception until September 2020. Risk of bias was evaluated by both reviewers using Newcastle-Ottawa Quality Assessment Scale (NOS). RESULTS: Twelve studies with 403 participants were included in the review and 9 studies with 305 participants in the meta-analysis. Results show that auditory cues have significant effects on postural sway in the anterior-posterior direction (p = 0.001), postural sway in the medial-lateral direction (p = 0.001), and static balance (p = 0.001). A low to high heterogeneity was observed across all comparisons. CONCLUSIONS: Results of this meta-analysis revealed that auditory cues decrease postural sway in the anterior-posterior and medial-lateral direction; it also improves static balance. Thus, it can be concluded that auditory cues improve static postural control. Our results suggest that the auditory system can be a determinant of static postural control along with other sensory systems including visual, vestibular, and proprioception systems. Also, this study implies that auditory cues can be a significant therapeutic approach to improve static postural control.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.009 | 0.001 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".