Revisiting the association between music lessons and intelligence: Training effects or music aptitude?

Swaminathan, Swathi; Schellenberg, E. Glenn; Khalil, Safia

doi:10.1016/j.intell.2017.03.005

Cited by 107 publications

(102 citation statements)

References 77 publications

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“…For instance, increased intelligence has been found in associational studies comparing musicians and nonmusicians; however, it is unclear whether those with higher intelligence enroll in music programs or whether music programs increase generalized cognitive performance, contributing to higher intelligence scores . Recent research suggests that intelligence and music aptitude were positively correlated in young adults . It was suggested that high‐functioning individuals may be more likely to have higher music aptitude, which could contribute to potential enrollment in music classes.…”

Section: Discussionmentioning

confidence: 99%

“…44 Recent research suggests that intelligence and music aptitude were positively correlated in young adults. 45 It was suggested that high-functioning individuals may be more likely to have higher music aptitude, which could contribute to potential enrollment in music classes. While further experimental research is necessary to confirm this hypothesis, the methodology in an RCT design will yield more definitive results.…”

Section: Discussionmentioning

confidence: 99%

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Protocol for a randomized controlled trial of piano training on cognitive and psychosocial outcomes

Bugos

2018

Annals of the New York Academy of Sciences

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Age-related cognitive decline and cognitive impairment represent the fastest growing health epidemic worldwide among those over 60. There is a critical need to identify effective and novel complex cognitive interventions to promote successful aging. Since piano training engages cognitive and bimanual sensorimotor processing, we hypothesize that piano training may serve as an effective cognitive intervention, as it requires sustained attention and engages an executive network that supports generalized cognition and emotional control. Here, I describe the protocol of a randomized controlled trial (RCT) to evaluate the impact of piano training on cognitive performance in adulthood, a period associated with decreased neuroplasticity. In this cluster RCT, healthy older adults (age 60-80) were recruited and screened to control for confounding variables. Eligible participants completed an initial 3-h assessment of standardized cognitive and psychosocial measures. Participants were stratified by age, education, and estimate of intelligence and randomly assigned to one of three groups: piano training, computer brain training, or a no-treatment control group. Computer brain training consisted of progressively difficult auditory cognitive exercises (Brain HQ; Posit Science, 2010). Participants assigned to training groups completed a 16-week program that met twice a week for 90 minutes. Upon program completion and at a 3-month follow-up, training participants and no-treatment controls completed a posttest visit lasting 2.5 hours.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Protocol for a randomized controlled trial of piano training on cognitive and psychosocial outcomes

Bugos

2018

Annals of the New York Academy of Sciences

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“…In other words, engaging in music does not make people smarter. Instead, as suggested by the research of Mosing et al (2016) and Swaminathan et al (2017), smarter people seem to be more likely to engage and succeed in music.…”

Section: Theoretical and Practical Implicationsmentioning

confidence: 93%

“…The study thus suggests that the level of IQ is determined, to a significant extent, genetically and that engaging in music has no effect on it. Also, Swaminathan, Schellenberg, and Khalil (2017) have recently shown that music aptitude, but not the amount of music training, predicts intelligence in a sample of adults. The association between intelligence (Raven's progressive matrices) and music training is evident until music aptitude is taken into account and added to the regression model.…”

Section: Triangulationmentioning

confidence: 99%

Elvis Has Left the Building: Correlational but Not Causal Relationship between Music Skill and Cognitive Ability

Sala¹,

Gobet²

2018

Preprint

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Music training is commonly thought to have a positive impact on children's cognitive skills and academic achievement. This belief relies on the idea that engaging in an intellectually demanding activity helps to foster overall cognitive function. We here present a meta-analysis of music-intervention studies in children (N = 3,780, k = 204, m = 43). Consistent with the substantial findings in the field of cognitive training, the overall effect size was small ( ̅ = 0.117, p < .001). Moreover, when active controls were implemented, the effect was practically null ( ̅ = 0.032, p = .477) and highly homogeneous (ω 2 = 0.000 and τ 2 = 0.000). Finally, we observe that several independent research groups have concluded, via different methodologies, that music skills acquired by training do not generalize to nonmusic skills. Thorndike and Woodworth's (1901) common elements theory finds thus further support.

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“…In the sport context, There are research in which it is suggested that the frequent use of psychological skills enhances the strong relationship has been found between the time dedicated to practice and the objective results obtained in competition (Collins, Macnamara, & McCarthy, 2016;Davids, & Baker, 2007). The theory of the deliberate practice (Ericsson, Krampe, & Tesch-Römer, 1993;Ericcson, 2016)) establishes that expert performance is closely related to the accumulated quantity of deliberate practice in a specific domain during an athlete´s career (Bloom, 1985;Chang, Chen, Mellers, & Tetlock, 2016;De Bruin, Rikers, & Schmidt, 2007;Ericcson, 2016;Gonçalves, Figueiredo, & Coelho-Silva, 2009;Moran, 2016;Swaminathan, Schellenberg, & Khalil, 2017;Ullén, Hambrick, & Mosing, 2016;Ward, Hodges, Williams, & Starkes, 2004). To become an elite athlete it seems to be necessary to have invested about 10,000 hours over more or less 10 years on athletic specialization (Balyi, & Williams 2009;Ericsson, Prietula, & Cokely, 2007).…”

Section: Introductionmentioning

confidence: 99%

Influence of emotional intelligence on sport performance in elite canoeist

Galarraga¹,

Cecchini²,

Luis-De-Cos³

et al. 2019

jhse

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Several studies support the hypothesis that emotions are linked with sport performance. However, only a few studies have addressed the direct relationship between emotional intelligence (EI) and sport performance. In order to address this question, emotional intelligence was assessed in 50 elite male canoeists from a total of fourteen countries. The sample was divided into two groups based on the number of medals achieved at world championships [Expert level Group 1, had won 1-3 medals (n = 33), and Expert level Group 2 had won more than 3 medals (n = 17)]. As a secondary goal, the influence of years of practice on sport performance was examined. Results indicate that the Level 2 expert athletes scored higher in empathy (p < .05), emotional recognition (p < .05), emotional control and regulation (p < .001) and years of practice invested in their preparation (p<.001) than the Level 1 expert athletes. These findings make a valuable contribution to answering some key questions regarding high performance sport and the role of EI in elite sport performance.

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Revisiting the association between music lessons and intelligence: Training effects or music aptitude?

Cited by 107 publications

References 77 publications

Protocol for a randomized controlled trial of piano training on cognitive and psychosocial outcomes

Protocol for a randomized controlled trial of piano training on cognitive and psychosocial outcomes

Elvis Has Left the Building: Correlational but Not Causal Relationship between Music Skill and Cognitive Ability

Influence of emotional intelligence on sport performance in elite canoeist

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