Musical training, neuroplasticity and cognition

Rodrigues, Ana Carolina; Loureiro, Maurício; Caramelli, Paulo

doi:10.1590/s1980-57642010dn40400005

Cited by 30 publications

(20 citation statements)

References 73 publications

(104 reference statements)

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“…There is still some debate in the literature about the effect of musical training on other cognitive, non-musical abilities. It has been found, however, that musical training is linked to increased verbal memory (Brandler & Rammsayer, 2003;Franklin et al, 2008), and enhanced cognitive processing due to greater neural plasticity (Rodrigues, Loureiro, & Caramelli, 2010). Brandler and Rammsayer (2003) however, also found that, apart from increased verbal memory, musicians did not significantly outperform non-musicians in a number of other measures of general intelligence or processing speed.…”

Section: Effects Of Musical Abilitymentioning

confidence: 99%

Effects of musical valence on the cognitive processing of lyrics

Fiveash

Luck

2016

Psychology of Music

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Sivumäärä -Number of pages 55 or 83 with References and Appendices Tiivistelmä -AbstractThe effects of music on the brain have been extensively researched, and numerous connections have been found between music and language, music and emotion, and music and cognitive processing. Despite this work, these three research areas have never before been drawn together in a single research paradigm. This is significant as their combination could lead to valuable insights into the effects of musical valence on the cognitive processing of lyrics. Based on the feelings-as-information theory, which states that negative moods lead to analytic, systematic and fine-grained processing, while positive moods encourage holistic and heuristic-based processing, the current study (n = 64) used an error detection paradigm and found that significantly more error words were detected when paired with negatively valenced music compared to positively valenced music. Non-musicians were better at detecting error words than musicians, and native English speakers outperformed non-native English speakers.Such a result explains previous findings that sad and happy lyrics have differential effects on emotion induction, and suggests this is due to sad lyrics being processed at deeper semantic levels. This study provides a framework in which to understand the interaction of lyrics and music with emotion induction -a primary reason for listening to music.

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Section: Effects Of Musical Abilitymentioning

confidence: 99%

Effects of musical valence on the cognitive processing of lyrics

Fiveash

Luck

2016

Psychology of Music

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“…Musical experience also affects structural development, functional connectivity, and listening strategies at the neural level (Gaser and Schlaug, 2003; Koeneke et al, 2004; Bengtsson et al, 2005; Chen et al, 2008; Hyde et al, 2009; for reviews see Rodrigues et al, 2010; Levitin, 2012). For example, music experts tend to describe musical aesthetics with music-specific adjectives (such as melodic, rhythmic, and harmonic) whereas non-musicians rely more on emotion-related adjectives (Istók et al, 2009).…”

Section: Introductionmentioning

confidence: 99%

Pleasurable music affects reinforcement learning according to the listener

Gold¹,

Frank²,

Bogert³

et al. 2013

Front. Psychol.

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Mounting evidence links the enjoyment of music to brain areas implicated in emotion and the dopaminergic reward system. In particular, dopamine release in the ventral striatum seems to play a major role in the rewarding aspect of music listening. Striatal dopamine also influences reinforcement learning, such that subjects with greater dopamine efficacy learn better to approach rewards while those with lesser dopamine efficacy learn better to avoid punishments. In this study, we explored the practical implications of musical pleasure through its ability to facilitate reinforcement learning via non-pharmacological dopamine elicitation. Subjects from a wide variety of musical backgrounds chose a pleasurable and a neutral piece of music from an experimenter-compiled database, and then listened to one or both of these pieces (according to pseudo-random group assignment) as they performed a reinforcement learning task dependent on dopamine transmission. We assessed musical backgrounds as well as typical listening patterns with the new Helsinki Inventory of Music and Affective Behaviors (HIMAB), and separately investigated behavior for the training and test phases of the learning task. Subjects with more musical experience trained better with neutral music and tested better with pleasurable music, while those with less musical experience exhibited the opposite effect. HIMAB results regarding listening behaviors and subjective music ratings indicate that these effects arose from different listening styles: namely, more affective listening in non-musicians and more analytical listening in musicians. In conclusion, musical pleasure was able to influence task performance, and the shape of this effect depended on group and individual factors. These findings have implications in affective neuroscience, neuroaesthetics, learning, and music therapy.

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“…However, it can be said that playing a musical instrument performs secondary tasks better than non-musicians of both arms. In addition to that, there is a widespread view that playing a musical instrument should develop some skills (Rodrigues et al, 2010;Brochard et al, 2004, Norton et al, 2005). In the current study, the similar results were found.…”

Section: Discussionmentioning

confidence: 99%

The effect of playing different musical instruments on arm asymmetry

Kaya¹

2015

Educ. Res. Rev.

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Between the two hemispheres of the brain, structural and functional differences are called cerebral lateralization that can affect the skill performance of both arms in a different way, which is called handedness. Approximately 90% of people is right-handed and they use the right hand for most skillful activities. Interestingly, recent studies especially on musicians show that this difference is less in musicians than in non-musicians and musicians have better skillful performance compared to nonmusicians in hand skill task. However, there is no study with the arms performance stated if this also depends on the type of playing instruments. Thus, the purpose of this study was to search if playing different kind of musical instrument, string and piano, can alter the arm asymmetry. Besides, it was also questioned whether string and piano players overall have less asymmetry compared to non-musicians. 30 right-handed participants from three groups (10 from each group) took part and were asked to reach one of three targets in front of them with either right or left arms. Their movements accuracy and linearity were analyzed by electromagnetic movement tracker system (please see method section). As a result, similar results were obtained with previous studies. A significant difference was not seen in the use of arms of musicians who play piano and string instruments. On the other hand, it was found that musicians make use of their arms better compared to non-musicians with their both arms. Thus, playing musical instrument can decrease the arm asymmetry regardless of the type of the instrument.

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Musical training, neuroplasticity and cognition

Cited by 30 publications

References 73 publications

Effects of musical valence on the cognitive processing of lyrics

Effects of musical valence on the cognitive processing of lyrics

Pleasurable music affects reinforcement learning according to the listener

The effect of playing different musical instruments on arm asymmetry

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