An ALE meta-analytic review of musical expertise

Criscuolo, Antonio; Pando‐Naude, Victor; Bonetti, Leonardo; Vuust, Peter; Brattico, Elvira

doi:10.1101/2021.03.12.434473

Cited by 8 publications

(9 citation statements)

References 107 publications

(195 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Likewise, a recent meta-analysis revealed that structural and functional brain differences emerged when comparing the brain of musicians versus non-musicians 81 . Back to MMN research, several works reported a stronger MMN activity recorded in brains of participants with higher musical expertise 29,[37][38][39][40] .…”

Section: Discussionmentioning

confidence: 99%

“…This hypothesis was further supported by several longitudinal studies showing structural brain changes, especially in children, after exposure to musical training 79,80 . Likewise, a recent meta-analysis revealed that structural and functional brain differences emerged when comparing the brain of musicians versus non-musicians 81 . Back to MMN research, several works reported a stronger MMN activity recorded in brains of participants with higher musical expertise 29,37–40 .…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Whole-brain computation of cognitive versus acoustic errors in music

Bonetti

Carlomagno

Kliuchko

et al. 2022

Preprint

View full text Add to dashboard Cite

Previous studies have evidenced how the local prediction of physical stimulus features may affect the neural processing of incoming stimuli. Less known are the effects of cognitive priors on predictive processes, and how the brain computes local versus cognitive predictions and their errors. Here, we determined the differential brain mechanisms underlying prediction errors related to high-level, cognitive priors for melody (rhythm, contour) versus low-level, local acoustic priors (tuning, timbre). We measured with magnetoencephalography the mismatch negativity (MMN) prediction error signal in 104 adults having varying levels of musical expertise. We discovered that the brain regions involved in predictive processes for local priors were primary and secondary auditory cortex and insula, whereas cognitive brain regions such as cingulate and orbitofrontal cortices were recruited for melodic errors in cognitive priors. The involvement of higher-level brain regions for computing cognitive errors was enhanced in musicians, especially in cingulate cortex, inferior frontal gyri, and supplementary motor area. Overall, the findings expand knowledge on whole-brain mechanisms of predictive processing and the related MMN generators, previously mainly confined to the auditory cortex, to a frontal network that strictly depends on the type of priors that are to be computed by the brain.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Whole-brain computation of cognitive versus acoustic errors in music

Bonetti

Carlomagno

Kliuchko

et al. 2022

Preprint

View full text Add to dashboard Cite

show abstract

“…The anatomical evidence reveals that musicians have specific brain areas that appear different compared to the starting age of music training; (e.g., a study with functional magnetic resonance imaging identified the left superior temporal gyrus as the region that is linked with music training, in terms of cumulative practice hours (Ellis et al, 2013). Diffusion tensor imaging studies, on the other hand, show greater structural connectivity in other areas (Schlaug, 2015;Møller et al, 2021;Criscuolo et al, 2022). A further longitudinal study with pre-adolescents showed an improvement in some perceptual and cognitive abilities after a 6-month individual instrumental training carried out at a public music school and also a neuroplastic change of the frontotemporal networks of brain connectivity, measured with neuroimaging techniques (Cantou et al, 2018;Brattico, 2019;Fasano et al, 2020).…”

Section: Limitations and Future Researchmentioning

confidence: 99%

Learning to play a musical instrument in the middle school is associated with superior audiovisual working memory and fluid intelligence: A cross-sectional behavioral study

Lippolis¹,

Müllensiefen²,

Frieler³

et al. 2022

Front. Psychol.

View full text Add to dashboard Cite

Music training, in all its forms, is known to have an impact on behavior both in childhood and even in aging. In the delicate life period of transition from childhood to adulthood, music training might have a special role for behavioral and cognitive maturation. Among the several kinds of music training programs implemented in the educational communities, we focused on instrumental training incorporated in the public middle school curriculum in Italy that includes both individual, group and collective (orchestral) lessons several times a week. At three middle schools, we tested 285 preadolescent children (aged 10–14 years) with a test and questionnaire battery including adaptive tests for visuo-spatial working memory skills (with the Jack and Jill test), fluid intelligence (with a matrix reasoning test) and music-related perceptual and memory abilities (with listening tests). Of these children, 163 belonged to a music curriculum within the school and 122 to a standard curriculum. Significant differences between students of the music and standard curricula were found in both perceptual and cognitive domains, even when controlling for pre-existing individual differences in musical sophistication. The music children attending the third and last grade of middle school had better performance and showed the largest advantage compared to the control group on both audiovisual working memory and fluid intelligence. Furthermore, some gender differences were found for several tests and across groups in favor of females. The present results indicate that learning to play a musical instrument as part of the middle school curriculum represents a resource for preadolescent education. Even though the current evidence is not sufficient to establish the causality of the found effects, it can still guide future research evaluation with longitudinal data.

show abstract

“…They show better pitch acuity than nonmusicians, and a better capacity to understand speech in a noisy environment or to extract the prosody contour of speech [84]. In terms of brain mechanisms that underlie skillful listening in music experts, meta-analyses demonstrate an enlarged volume of the gray matter for primary and non-primary auditory regions in the temporal lobes [85]. Neurophysiological measures also demonstrate the faster and stronger synchronization of neuronal assemblies when responding to sounds and to errors of sounds in musicians as opposed to nonmusicians.…”

Section: From Incidental Listening To Full-fledged Aesthetic Experience: the Role Of Individual Factorsmentioning

confidence: 99%

Neural Correlates of Music Listening: Does the Music Matter?

2021

Self Cite

View full text Add to dashboard Cite

The last decades have seen a proliferation of music and brain studies, with a major focus on plastic changes as the outcome of continuous and prolonged engagement with music. Thanks to the advent of neuroaesthetics, research on music cognition has broadened its scope by considering the multifarious phenomenon of listening in all its forms, including incidental listening up to the skillful attentive listening of experts, and all its possible effects. These latter range from objective and sensorial effects directly linked to the acoustic features of the music to the subjectively affective and even transformational effects for the listener. Of special importance is the finding that neural activity in the reward circuit of the brain is a key component of a conscious listening experience. We propose that the connection between music and the reward system makes music listening a gate towards not only hedonia but also eudaimonia, namely a life well lived, full of meaning that aims at realizing one’s own “daimon” or true nature. It is argued, further, that music listening, even when conceptualized in this aesthetic and eudaimonic framework, remains a learnable skill that changes the way brain structures respond to sounds and how they interact with each other.

show abstract

An ALE meta-analytic review of musical expertise

Cited by 8 publications

References 107 publications

Whole-brain computation of cognitive versus acoustic errors in music

Whole-brain computation of cognitive versus acoustic errors in music

Learning to play a musical instrument in the middle school is associated with superior audiovisual working memory and fluid intelligence: A cross-sectional behavioral study

Neural Correlates of Music Listening: Does the Music Matter?

Contact Info

Product

Resources

About