Musical Expertise and Executive Functions in Experienced Musicians

Abstract

Extensive music practice has been suggested to enhance the development of cognitive abilities over and above musical expertise. Executive functions (EFs) have been particularly investigated, given their generalizability across different domains and their crucial role in almost all aspects of cognition. However, the relationship between musical expertise and EFs is still not completely understood, as several studies have reported conflicting results. The present study aims to investigate the relationship between musical expertise and EFs, determining which facets—if any—of EFs might be particularly relevant to extensive music practice. Thirty-five student pianists completed a set of neuropsychological tasks which assessed EFs (the Trail Making Task, Design Fluency, Numerical Stroop, and the Tower of London). They also performed a short musical excerpt inspired by the piano literature. Musical expertise was assessed by considering three parameters, namely the highest academic degree in music, the lifetime amount of music practice, and the quality of the sample-based musical performance. The results indicate that postgraduate piano students did not show advantages in EFs compared to undergraduate piano students. More extensive lifetime practice in music was solely associated with faster visual reaction times on the Numerical Stroop task. The Trail Making and Design Fluency scores were significant predictors of the quality of the sample-based musical performance. In conclusion, the present data suggests that EFs and the amount of music practice do not seem to be correlated in student pianists. Nevertheless, some facets of EFs and the quality of musical performance may share substantial amounts of variance.

Music Engagement as a Source of Cognitive Reserve

“…Further, music performance involves memory and attentional demands (general attention, vigilance, selective and sustained attention) 38 as well as executive functions required to inhibit irrelevant information, monitor song progression and adapt skills during a performance. 39 , 40 However, evidence for ‘far’ transfer abilities in older adults is sparse, with only a few correlational studies demonstrating musician advantage in executive function, 41 processing speed and working memory. 42 Causal inferences cannot be concluded from these findings: music engagement might promote positive neurocognitive outcomes, but it is also plausible that people who engage with music activities are predisposed to enhanced neurocognitive functions that are less susceptible to decline.…”