Music Lessons and Cognitive Abilities in Children: How Far Transfer Could Be Possible

Degé, Franziska

doi:10.3389/fpsyg.2020.557807

Cited by 12 publications

(11 citation statements)

References 41 publications

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“…The current findings suggest that music learning for more than a year enables the transfer effect on academic performance. Overall, these results support the claim that the impact of music lessons is small but long-lasting 4 , 31 .…”

Section: Discussionsupporting

confidence: 85%

Extracurricular music and visual arts activities are related to academic performance improvement in school-aged children

2023

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The present longitudinal study examined whether extracurricular activities in the arts and corresponding scores in art classes have a positive association with general academic performance. Data were collected from 488 seventh-grade children (259 boys and 229 girls) for over two years. Information regarding their participation in extracurricular activities in music and visual arts, grade points in general academic performance (i.e., Japanese, Social Studies, Mathematics, Science, and English), music, and arts were obtained at the end of the seventh and ninth grades. Structural equation modeling revealed that participation in extracurricular activities in both music and visual arts was positively associated with improvements in general academic performance from the seventh and ninth grades, and these associations were related to changes in music and visual arts scores. This finding suggests that arts education can contribute to improving general academic performance; however, the current study shows correlational relationships. Future research should examine the causal relationship between art involvement and academic performance by controlling for other factors (e.g., IQ, motivation, etc.).

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Section: Discussionsupporting

confidence: 85%

Extracurricular music and visual arts activities are related to academic performance improvement in school-aged children

2023

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“…Practicing music is a complex activity that likely trains and transfers to several different processes, such as cognitive abilities, 79 , 80 verbal abilities, 81 , 82 , 83 and socioemotional development. 84 Complex training, such as musical practice, is more likely to show transfers than a specific training because it involves different processes.…”

Section: Discussionmentioning

confidence: 99%

Putting music to trial: Consensus on key methodological challenges investigating music‐based rehabilitation

Grau-Sánchez

Jamey

Paraskevopoulos

et al. 2022

Annals of the New York Academy of Sciences

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Major advances in music neuroscience have fueled a growing interest in music-based neurological rehabilitation among researchers and clinicians. Musical activities are excellently suited to be adapted for clinical practice because of their multisensory nature, their demands on cognitive, language, and motor functions, and music's ability to induce emotions and regulate mood. However, the overall quality of music-based rehabilitation research remains low to moderate for most populations and outcomes.

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“…This result is inconsistent with proposals that learning and performing music play a causal role in determining nonmusical cognitive abilities (e.g., Patel, 2011;Tierney & Kraus, 2013). Indeed, such hypotheses of far transfer and plasticity remain contentious (e.g., Degé, 2021;Sala & Gobet, 2020). As one example, Jäncke (2009) speculated that "when learning to play a musical instrument, the trainee also practices attention, planning functions, were true, such effects might reach a plateau at some point, but they would be unlikely to go in reverse.…”

Section: Discussionmentioning

confidence: 63%

Associations between music training and cognitive abilities: The special case of professional musicians.

Vincenzi¹,

Correia²,

Vanzella³

et al. 2024

Psychology of Aesthetics, Creativity, and the Arts

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We sought to clarify the commonly accepted link between music training and cognitive ability. Professional musicians, nonprofessionals with music training, and musically untrained individuals (N = 642) completed measures of musical ability, personality, and general cognitive ability. Professional musicians scored highest on objective and self-report measures of musical ability. On personality measures, professional musicians and musically trained participants scored similarly but higher than untrained participants on agreeableness, openness-to-experience, and the personality metatrait stability. The professionals scored higher than the other 2 groups on extraversion and the metatrait engagement. On cognitive ability, however, they were indistinguishable from untrained participants. Instead, musically trained nonprofessionals exhibited the highest cognitive ability. In short, professional musicians differed from other individuals in musical ability and personality, but not in cognitive ability. We conclude that music training predicts higher cognitive ability only among individuals who do not become professional musicians and offer possible explanations.

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Music Lessons and Cognitive Abilities in Children: How Far Transfer Could Be Possible

Cited by 12 publications

References 41 publications

Extracurricular music and visual arts activities are related to academic performance improvement in school-aged children

Extracurricular music and visual arts activities are related to academic performance improvement in school-aged children

Putting music to trial: Consensus on key methodological challenges investigating music‐based rehabilitation

Associations between music training and cognitive abilities: The special case of professional musicians.

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