Music and academic performance

Cabanac, Arnaud; Perlovsky, Leonid; Bonniot-Cabanac, Marie-Claude; Cabanac, Michel

doi:10.1016/j.bbr.2013.08.023

Cited by 72 publications

(34 citation statements)

References 21 publications

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“…The positive effects on the secondary outcome of mathematics did not point to a causal effect of music on academic development, and was only seen as an association with music practice across the time points. This is in line with previous findings of associations from correlational studies between music practice and grades in mathematics (Schellenberg, 2006; Cabanac et al, 2013) and mathematical performance (Schellenberg, 2006). As most of the music players in our sample were already practicing an instrument at the beginning of the study, it is possible that potential pre-study music-related changes in the development of WM underlie the learning advantages seen for mathematics, given its strong relation to visuo-spatial WM in particular (Bull et al, 2008).…”

Section: Discussionsupporting

confidence: 93%

“…There are also reports of associations between the number of months of music practice and academic performance in math, reading and spelling after controlling for general intelligence and parental education (Schellenberg, 2006), although these findings are not always consistent (Forgeard et al, 2008). A recent study also reported a positive association between music practice and grades in practically all school subjects in three separate grades (Cabanac et al, 2013). A reoccurring question in retrospective correlation studies is whether the differences reported in musically trained individuals predate their music training or appear as a consequence of it.…”

Section: Introductionmentioning

confidence: 89%

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Music practice is associated with development of working memory during childhood and adolescence

Nutley

Darki

Klingberg

2014

Front. Hum. Neurosci.

132

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Practicing a musical instrument is associated with cognitive benefits and structural brain changes in correlational and interventional trials; however, the effect of musical training on cognition during childhood is still unclear. In this longitudinal study of child development we analyzed the association between musical practice and performance on reasoning, processing speed and working memory (WM) during development. Subjects (n = 352) between the ages of 6 and 25 years participated in neuropsychological assessments and neuroimaging investigations (n = 64) on two or three occasions, 2 years apart. Mixed model regression showed that musical practice had an overall positive association with WM capacity (visuo-spatial WM, F = 4.59, p = 0.033, verbal WM, F = 9.69, p = 0.002), processing speed, (F = 4.91, p = 0.027) and reasoning (Raven’s progressive matrices, F = 28.34, p < 0.001) across all three time points, after correcting for the effect of parental education and other after school activities. Music players also had larger gray matter volume in the temporo-occipital and insular cortex (p = 0.008), areas previously reported to be related to musical notation reading. The change in WM between the time points was proportional to the weekly hours spent on music practice for both WM tests (VSWM, β = 0.351, p = 0.003, verbal WM, β = 0.261, p = 0.006) but this was not significant for reasoning ability (β = 0.021, p = 0.090). These effects remained when controlling for parental education and other after school activities. In conclusion, these results indicate that music practice positively affects WM development and support the importance of practice for the development of WM during childhood and adolescence.

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Section: Discussionsupporting

confidence: 93%

Section: Introductionmentioning

confidence: 89%

Music practice is associated with development of working memory during childhood and adolescence

Nutley

Darki

Klingberg

2014

Front. Hum. Neurosci.

132

View full text Add to dashboard Cite

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“…As language vocalizations have been losing their emotionality, a separate ability for highly emotional vocalization evolved into music; the still remaining emotionality of language prosody is essential for the continued evolution of languages and cultures (Perlovsky, 2013a,b). Some of these theoretical predictions have been confirmed experimentally (Perlovsky et al, 2010, 2013; Bonniot-Cabanac et al, 2012; Masataka and Perlovsky, 2012, 2013; Cabanac et al, 2013). …”

Section: Multiplicity Of Aesthetic Emotionsmentioning

confidence: 75%

Aesthetic emotions, what are their cognitive functions?

Perlovsky

2014

Front. Psychol.

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“…The theoretical prediction, resolving the millennial mystery of music by relating it to cognitive dissonances have been confirmed experimentally (Masataka and Perlovsky, 2012a,b, 2013; Cabanac et al, 2013; Perlovsky et al, 2013). This theory opens a vast field for future research, including experimental measurements of musical emotion, e.g., what is the emotional distance between a musical phrase from Beethoven and another musical phrase from Chopin.…”

Section: Cognitive Functions Of Musicmentioning

confidence: 79%

Physics of the Mind

Perlovsky

2016

Front. Syst. Neurosci.

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Is it possible to turn psychology into “hard science”? Physics of the mind follows the fundamental methodology of physics in all areas where physics have been developed. What is common among Newtonian mechanics, statistical physics, quantum physics, thermodynamics, theory of relativity, astrophysics… and a theory of superstrings? The common among all areas of physics is a methodology of physics discussed in the first few lines of the paper. Is physics of the mind possible? Is it possible to describe the mind based on the few first principles as physics does? The mind with its variabilities and uncertainties, the mind from perception and elementary cognition to emotions and abstract ideas, to high cognition. Is it possible to turn psychology and neuroscience into “hard” sciences? The paper discusses established first principles of the mind, their mathematical formulations, and a mathematical model of the mind derived from these first principles, mechanisms of concepts, emotions, instincts, behavior, language, cognition, intuitions, conscious and unconscious, abilities for symbols, functions of the beautiful and musical emotions in cognition and evolution. Some of the theoretical predictions have been experimentally confirmed. This research won national and international awards. In addition to summarizing existing results the paper describes new development theoretical and experimental. The paper discusses unsolved theoretical problems as well as experimental challenges for future research.

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Music and academic performance

Cited by 72 publications

References 21 publications

Music practice is associated with development of working memory during childhood and adolescence

Music practice is associated with development of working memory during childhood and adolescence

Aesthetic emotions, what are their cognitive functions?

Physics of the Mind

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