Musical training predicts cerebello-hippocampal coupling during music listening.

Burunat, Iballa; Brattico, Elvira; Hartmann, Martín; Vuust, Peter; Särkämö, Teppo; Toiviainen, Petri

doi:10.1037/pmu0000215

Cited by 11 publications

(7 citation statements)

References 114 publications

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“…The dataset was obtained from 140 participants recruited among university students or qualified professionals. Further details on this protocol can be found in Burunat et al (2015, 2016, 2018), Kliuchko et al (2015, 2016, 2018), Alluri et al (2017), Bonetti et al (2017, 2018), and Saari et al (2018), where some of the participants involved in this study were included. All experimental procedures for this protocol were approved by the Coordinating Ethics Committee of the Hospital District of Helsinki and Uusimaa (approval number: 315/13/03/00/11, obtained on March the 11th, 2012).…”

Section: Methodsmentioning

confidence: 99%

On the Association Between Musical Training, Intelligence and Executive Functions in Adulthood

et al. 2019

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Converging evidence has demonstrated that musical training is associated with improved perceptual and cognitive skills, including executive functions and general intelligence, particularly in childhood. In contrast, in adults the relationship between cognitive performance and musicianship is less clear and seems to be modulated by a number of background factors, such as personality and socio-economic status. Aiming to shed new light on this topic, we administered the Wechsler Adult Intelligence Scale III (WAIS-III), the Wechsler Memory Scale III (WMS-III), and the Stroop Test to 101 Finnish healthy adults grouped according to their musical expertise (non-musicians, amateurs, and musicians). After being matched for socio-economic status, personality traits and other demographic variables, adult musicians exhibited higher cognitive performance than non-musicians in all the mentioned measures. Moreover, linear regression models showed significant positive relationships between executive functions (working memory and attention) and the duration of musical practice, even after controlling for intelligence and background variables, such as personality traits. Hence, our study offers further support for the association between cognitive abilities and musical training, even in adulthood. HIGHLIGHTS - Musicians show higher general intelligence (FSIQ), verbal intelligence (VIQ), working memory (WMI) and attention skills than non-musicians. Amateurs score in between. - Significant positive correlations between years of musical playing and cognitive abilities support the hypothesis that long-term musical practice is associated with intelligence and executive functions.

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Section: Methodsmentioning

confidence: 99%

On the Association Between Musical Training, Intelligence and Executive Functions in Adulthood

et al. 2019

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“…The data collection for the current study was part of the broad "Tunteet" project, involving additional psychological tests, neuroimaging, neurophysiological measures and genetic mapping. The findings related to the other parts of the project are reported in separate papers (Alluri et al 2015;Alluri et al 2017;Burunat et al 2016;Saari et al 2018;Burunat et al 2017Burunat et al , 2015Bogert et al 2016;Burunat et al 2018;Kliuchko et al 2018Kliuchko et al , 2016Kliuchko et al , 2015Carlson et al 2015). The protocol of this project was approved by the Coordinating Committee of the Helsinki and Uusimaa Hospital District, Finland, and complied with the Declaration of Helsinki.…”

Section: Methodsmentioning

confidence: 99%

Beauty and the brain: Investigating the neural and musical attributes of beauty during a naturalistic music listening experience

Brattico

Brusa

Dietz

et al. 2020

Preprint

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Evaluative beauty judgments are very common, but in spite of this commonality, are rarely studied in cognitive neuroscience. Here we investigated the neural and musical attributes of musical beauty using a naturalistic free-listening paradigm applied to behavioral and neuroimaging recordings and validated by experts' judgments. In Study 1, 30 Western healthy adult participants rated continuously the perceived beauty of three musical pieces using a motion sensor. This allowed us to identify the passages in the three musical pieces that were inter-subjectively judged as beautiful or ugly. This informed the analysis for Study 2, where additional 36 participants were recorded with functional magnetic resonance imaging (fMRI) while they listened attentively to the same musical pieces as in Study 1. In Study 3, in order to identify the musicological features characterizing the passages that were consistently rated as beautiful or ugly in Study 1, we collected post-hoc questionnaires from 12 music-composition experts. Results from Study 2 evidenced focal regional activity in the orbitofrontal brain structure when listening to beautiful passages of music, irrespectively of the subjective reactions and individual listening biographies. In turn, the moments in the music that were consistently rated as ugly were associated with bilateral supratemporal activity. Effective connectivity analysis also discovered inhibition of auditory activation and neural communication with orbitofrontal cortex, especially in the right hemisphere, during listening to beautiful musical passages as opposed to intrinsic activation of auditory cortices and decreased coupling to orbitofrontal cortex during listening to ugly musical passages. Experts' questionnaires indicated that the beautiful passages were more melodic, calm, sad, slow, tonal, traditional and simple than the ones negatively valenced. In sum, we identified a neural mechanism for inter-subjective beauty judgments of music in the supratemporal-orbitofrontal circuit, irrespectively of individual taste and listening biography. Furthermore, some invariance in objective musical attributes of beautiful and ugly passages was evidenced. Future studies might address the generalizability of the findings to non-Western listeners.

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“…In the specific case of WM, retention, processing and integration of complicated pitch and time sequences are all required in music training; consequently, music training and WM are clearly able to activate analogous mechanisms ( Yurgil et al, 2020 ). When playing an instrument, WM integrates sound events, retrieves data from memory systems, connects sounds to meaning and memories, and aids in the development of emotional responses ( Burunat et al, 2018 ; Criscuolo et al, 2019 ). The involvement of a WM network in musical tasks has been reported in several studies with higher brain activation in musicians than in non-musicians ( Schulze et al, 2011b ; Schulze and Koelsch, 2012 ; Burunat et al, 2014 ).…”

Section: Introductionmentioning

confidence: 99%

Learning to play a musical instrument in the middle school is associated with superior audiovisual working memory and fluid intelligence: A cross-sectional behavioral study

Lippolis¹,

Müllensiefen²,

Frieler³

et al. 2022

Front. Psychol.

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Music training, in all its forms, is known to have an impact on behavior both in childhood and even in aging. In the delicate life period of transition from childhood to adulthood, music training might have a special role for behavioral and cognitive maturation. Among the several kinds of music training programs implemented in the educational communities, we focused on instrumental training incorporated in the public middle school curriculum in Italy that includes both individual, group and collective (orchestral) lessons several times a week. At three middle schools, we tested 285 preadolescent children (aged 10–14 years) with a test and questionnaire battery including adaptive tests for visuo-spatial working memory skills (with the Jack and Jill test), fluid intelligence (with a matrix reasoning test) and music-related perceptual and memory abilities (with listening tests). Of these children, 163 belonged to a music curriculum within the school and 122 to a standard curriculum. Significant differences between students of the music and standard curricula were found in both perceptual and cognitive domains, even when controlling for pre-existing individual differences in musical sophistication. The music children attending the third and last grade of middle school had better performance and showed the largest advantage compared to the control group on both audiovisual working memory and fluid intelligence. Furthermore, some gender differences were found for several tests and across groups in favor of females. The present results indicate that learning to play a musical instrument as part of the middle school curriculum represents a resource for preadolescent education. Even though the current evidence is not sufficient to establish the causality of the found effects, it can still guide future research evaluation with longitudinal data.

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Musical training predicts cerebello-hippocampal coupling during music listening.

Cited by 11 publications

References 114 publications

On the Association Between Musical Training, Intelligence and Executive Functions in Adulthood

On the Association Between Musical Training, Intelligence and Executive Functions in Adulthood

Beauty and the brain: Investigating the neural and musical attributes of beauty during a naturalistic music listening experience

Learning to play a musical instrument in the middle school is associated with superior audiovisual working memory and fluid intelligence: A cross-sectional behavioral study

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