Evaluating predisposition and training in shaping the musician's brain: the need for a developmental perspective

Abstract

The study of music training as a model for structural plasticity has evolved significantly over the past 15 years. Neuroimaging studies have identified characteristic structural brain alterations in musicians compared to nonmusicians in school-age children and adults, using primarily cross-sectional designs. Despite this emerging evidence and advances in pediatric neuroimaging techniques, hardly any studies have examined brain development in early childhood (before age 8) in association with musical training, and longitudinal studies starting in infancy or preschool are particularly scarce. Consequently, it remains unclear whether the characteristic "musician brain" is solely the result of musical training, or whether certain predispositions may have an impact on its development. Moving toward a developmental perspective, the present review considers various factors that may contribute to early brain structure prior to the onset of formal musical training. This review introduces a model for potential neurobiological pathways leading to the characteristic "musician brain," which involves a developmental interaction between predisposition and its temporal dynamics, environmental experience, and training-induced plasticity. This perspective illuminates the importance of studying the brain structure associated with musical training through a developmental lens, and the need for longitudinal studies in early childhood to advance our understanding of music training-induced structural plasticity.

Neural correlates of phonological processing: Disrupted in children with dyslexia and enhanced in musically trained children

“…Longitudinal neuroimaging investigation is needed to identify whether the neural correlates of phonological processing observed in musically trained children manifest as a direct result of training, or whether these children show predispositions that may be advantageous for both music and reading-related processes. In order to distinguish training effects from potential predispositions, studies are needed that track development from prior to the onset of both formal reading instruction and musical training ( Zuk and Gaab, 2018 ). Taken together, future studies are needed to investigate the precise role and developmental age in which music may have the most positive impact on the trajectories of typical and atypical reading development.…”

How Musical Training Shapes the Adult Brain: Predispositions and Neuroplasticity

“…However, it is not clear to what extent the differences between musically naive and proficient individuals are the result of musical training itself. Based on cross-sectional studies only, it is not possible to exclude that these differences are, at least partially, a consequence of some natural predispositions; a typical nature-or-nurture question ( Zatorre, 2013 ; Zuk and Gaab, 2018 ). In favor of training-related plasticity speaks research showing that the age of the musical training onset ( Schlaug et al, 1995 ; Amunts et al, 1997 ; Steele et al, 2013 ), a longer duration of training ( Elbert et al, 1995 ; Groussard et al, 2014 ), or greater training intensity ( Gaser and Schlaug, 2003 ; Bengtsson et al, 2005 ; Schneider et al, 2005 ) correlate with the magnitude of white and gray matter changes.…”

Music Education at School: Too Little and Too Late? Evidence From a Longitudinal Study on Music Training in Preadolescents

“…Further studies are needed with larger samples followed up for longer periods (Zuk and Gaab, 2018). Ideally, the first evaluation should occur during either the preschool age, or the primary school and repeated observations should be collected until the end of secondary school.…”