This study evaluates transfer from domain-specific, sensorimotor training to cognitive abilities associated with executive function. We examined Individualized Piano Instruction (IPI) as a potential cognitive intervention to mitigate normal age-related cognitive decline in older adults. Thirty-one musically naïve community-dwelling older adults (ages 60-85) were randomly assigned to either the experimental group (n = 16) or control group (n = 15). Neuropsychological assessments were administered at three time points: pre-training, following six months of intervention, and following a three-month delay. The experimental group significantly improved performance on the Trail Making Test and Digit Symbol measures as compared to healthy controls. Results of this study suggest that IPI may serve as an effective cognitive intervention for age-related cognitive decline.

The purpose of this study was to examine the effects of a short-term preschool music program with creativity, bimanual gross motor training, and vocal development on preschool children’s inhibition. Inhibition is the key factor in preschool children’s executive functions development between 3–5 years. Thirty-six preschool children were randomly assigned to music or Lego training, a comparable control task. We administered neuropsychological measures pre- and post-training. Results of a repeated measures ANOVA on the Matching Familiar Figures Test (MFFT), a task requiring inhibition and visual discrimination, indicated a significant time by group interaction, with fewer errors committed post-training by the music group compared to controls. However, only a main effect of time was found for the second inhibition task, the Day/Night Stroop Task, a task requiring inhibition of a dominant verbal response. Music training in early childhood that includes an emphasis on bimanual coordination in gross motor movements may contribute to enhanced inhibition performance on complex tasks.

Music training programs have been shown to enhance executive functions in aging adults; however, little is known regarding the extent to which different types of bimanual coordination (i.e., fine and gross motor) in music instruction contribute to these outcomes. The aim of this study was to examine the effects of bimanual coordination in music interventions on cognitive performance in healthy older adults (60–80 years). Participants (N = 135) completed motor measures and battery of standardized cognitive measures, before and after a 16-week music training program with a 3 h practice requirement. All participants were matched by age, education, and estimate of intelligence to one of three training programs: piano training (fine motor); percussion instruction (gross motor), and music listening instruction (MLI) (no motor control condition). Results of a Repeated Measures ANOVA revealed significant enhancements in bimanual synchronization and visual scanning/working memory abilities for fine and gross motor training groups as compared to MLI. Pairwise comparisons revealed that piano training significantly improved motor synchronization skills as compared to percussion instruction or music listening. Results suggest that active music performance may benefit working memory, the extent of these benefits may depend upon coordination demands.

The aim of this study was to evaluate the effects of an intense piano training program on general self-efficacy, musical self-efficacy, and physiological stress in older adults. Self-efficacy refers to perceived beliefs regarding the performance of domain-specific tasks or activities, which contribute to psychological and physical health. A key challenge is to identify activities that promote self-efficacy in the aging population. Seventeen healthy community-dwelling older adults (60–85 years) with little to no previous musical training participated in a within subjects experimental design. Measures of self-efficacy and cortisol levels were administered over three time points: an initial pre-testing session, a second pre-testing following a two-week no treatment control period, and a post-testing session upon the completion of piano training. Intense piano training consisted of 30 hours of training (3 hours per day) in which high levels of achievement were required. Results of a three-way Repeated Measures ANOVA over all time points with pairwise comparisons revealed significantly (p < .05) enhanced musical self-efficacy post-training, F (2, 32) = 11.5, p < .001, d = .79. No significant changes in general self-efficacy or cortisol levels were found. These results suggest that domain-specific self-efficacy may increase as a result of short-term intense music training; however, short-term music training may not be sufficient to transfer to general self-efficacy.

The purpose of this research was to evaluate the efficacy of a short-term intense piano training program on executive functions in healthy older adults. Thirty-four adult participants with little to no formal music training were recruited and completed a battery of standardized cognitive measures at three time points: pre-training, pre-training two (upon completion of a control time period), and post-training. The piano training program included 30 hours of focused music theory, finger dexterity exercises, bimanual coordination exercises, technical exercises, performance duets, and standard piano repertoire. Results of a Repeated Measures MANOVA show significantly enhanced verbal fluency and processing speed, posttraining; however, no difference was found in verbal memory performance. Data suggest that a shortterm intense piano training program may benefit cognitive performance in areas of verbal fluency and processing speed. Short-term intense music programs may be an appropriate structure for a cognitive training program with the added benefit of increased interest in continued music participation.