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(PDF) Cognitive Effects of Music and Dance Training in Children | Annalise LaPlume (née D'Souza) - Academia.edu
<!DOCTYPE html> <html > <head> <meta charset="utf-8"> <meta rel="search" type="application/opensearchdescription+xml" href="/open_search.xml" title="Academia.edu"> <meta content="width=device-width, initial-scale=1" name="viewport"> <meta name="google-site-verification" content="bKJMBZA7E43xhDOopFZkssMMkBRjvYERV-NaN4R6mrs"> <meta name="csrf-param" content="authenticity_token" /> <meta name="csrf-token" content="mgQ1+n5C6Y38vjj1RjwM3N+JWzTXsRLJQEFriXnOcs+H2A5ZTJSLPajcZDLMT4h89SNi5KNQL5e7KvsRuRfkmw==" /> <meta name="citation_title" content="Cognitive Effects of Music and Dance Training in Children" /> <meta name="citation_publication_date" content="2018/01/01" /> <meta name="citation_journal_title" content="Archives of Scientific Psychology" /> <meta name="citation_author" content="Annalise LaPlume (née D&#39;Souza)" /> <meta name="twitter:card" content="summary" /> <meta name="twitter:url" content="https://www.academia.edu/38105863/Cognitive_Effects_of_Music_and_Dance_Training_in_Children" /> <meta name="twitter:title" content="Cognitive Effects of Music and Dance Training in Children" /> <meta name="twitter:description" content="The idea that learning music can make a child smarter has gained considerable attention from parents, educators, and policymakers. 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Intuitively, learning to play an instrument is mentally challenging and is thought to generalize to nonmusic" /> <title>(PDF) Cognitive Effects of Music and Dance Training in Children | Annalise LaPlume (née D'Souza) - Academia.edu</title> <link rel="canonical" href="https://www.academia.edu/38105863/Cognitive_Effects_of_Music_and_Dance_Training_in_Children" /> <script async src="https://www.googletagmanager.com/gtag/js?id=G-5VKX33P2DS"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-5VKX33P2DS', { cookie_domain: 'academia.edu', send_page_view: false, }); gtag('event', 'page_view', { 'controller': "single_work", 'action': "show", 'controller_action': 'single_work#show', 'logged_in': 'false', 'edge': 'unknown', // Send nil if there is no A/B test bucket, in case some records get logged // with missing data - that way we can distinguish between the two cases. // ab_test_bucket should be of the form <ab_test_name>:<bucket> 'ab_test_bucket': null, }) </script> <script> var $controller_name = 'single_work'; var $action_name = "show"; var $rails_env = 'production'; var $app_rev = '49879c2402910372f4abc62630a427bbe033d190'; var $domain = 'academia.edu'; var $app_host = "academia.edu"; var $asset_host = "academia-assets.com"; var $start_time = new Date().getTime(); var $recaptcha_key = "6LdxlRMTAAAAADnu_zyLhLg0YF9uACwz78shpjJB"; var $recaptcha_invisible_key = "6Lf3KHUUAAAAACggoMpmGJdQDtiyrjVlvGJ6BbAj"; var $disableClientRecordHit = false; </script> <script> window.require = { config: function() { return function() {} } } </script> <script> window.Aedu = window.Aedu || {}; window.Aedu.hit_data = null; window.Aedu.serverRenderTime = new Date(1732418894000); window.Aedu.timeDifference = new Date().getTime() - 1732418894000; </script> <script type="application/ld+json">{"@context":"https://schema.org","@type":"ScholarlyArticle","abstract":"The idea that learning music can make a child smarter has gained considerable attention from parents, educators, and policymakers. Intuitively, learning to play an instrument is mentally challenging and is thought to generalize to nonmusic improvements. This claim offers promise in using music to enhance mental performance, but before it can be applied to areas such as education and cognitive remediation, the reliability of musical effects must be established. Early research indicated that musicians outperformed nonmusicians on a range of psychological abilities beyond music processing. Alternatively, because better mental ability could also result from other training activities or an individual’s background characteristics, any conclusions on musical training were still premature. In fact, although some recent studies that provided musical training to nontrained children did show small mental improvements after a few weeks of training, most well-designed studies that trained nonexperts failed to find any of the benefits previously seen in expert musicians. In the current study, children aged 6 to 9 years old were given 3 weeks of music or dance lessons and measured on mental performance before and after training. To test for training-induced change, performance before and after training was compared with a nontrained group. To test whether learning music itself caused change, performance in trained groups was compared with each other, because dance is a similarly challenging skill and shares training features with music. No training effects were observed on any tested cognitive ability, which questions whether mental enrichment can occur from short-term training.","author":[{"@context":"https://schema.org","@type":"Person","name":"Annalise LaPlume (née D'Souza)"}],"contributor":[],"dateCreated":"2019-01-07","dateModified":"2019-01-07","datePublished":"2018-01-01","headline":"Cognitive Effects of Music and Dance Training in Children","inLanguage":"en","keywords":["Task switching (Cognitive Psychology)","Executive Function","Cognitive Flexibility","Cognitive training","Randomized Controlled Trials","Musical training"],"locationCreated":null,"publication":"Archives of Scientific Psychology","publisher":{"@context":"https://schema.org","@type":"Organization","name":null},"image":null,"thumbnailUrl":null,"url":"https://www.academia.edu/38105863/Cognitive_Effects_of_Music_and_Dance_Training_in_Children","sourceOrganization":[{"@context":"https://schema.org","@type":"EducationalOrganization","name":"baycrest"}]}</script><link rel="stylesheet" media="all" href="//a.academia-assets.com/assets/single_work_page/loswp-352e32ba4e89304dc0b4fa5b3952eef2198174c54cdb79066bc62e91c68a1a91.css" /><link rel="stylesheet" media="all" href="//a.academia-assets.com/assets/design_system/body-8d679e925718b5e8e4b18e9a4fab37f7eaa99e43386459376559080ac8f2856a.css" /><link rel="stylesheet" media="all" href="//a.academia-assets.com/assets/design_system/button-3cea6e0ad4715ed965c49bfb15dedfc632787b32ff6d8c3a474182b231146ab7.css" /><link rel="stylesheet" media="all" 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src="//a.academia-assets.com/assets/webpack_bundles/fast_loswp-bundle-bf3d831cde46cd0e142f29f81a3fc4ce5ab45a404c10c12a480e83de68aff851.js" defer="defer"></script><script>window.loswp = {}; window.loswp.author = 37828541; window.loswp.bulkDownloadFilterCounts = {}; window.loswp.hasDownloadableAttachment = true; window.loswp.hasViewableAttachments = true; // TODO: just use routes for this window.loswp.loginUrl = "https://www.academia.edu/login?post_login_redirect_url=https%3A%2F%2Fwww.academia.edu%2F38105863%2FCognitive_Effects_of_Music_and_Dance_Training_in_Children%3Fauto%3Ddownload"; window.loswp.translateUrl = "https://www.academia.edu/login?post_login_redirect_url=https%3A%2F%2Fwww.academia.edu%2F38105863%2FCognitive_Effects_of_Music_and_Dance_Training_in_Children%3Fshow_translation%3Dtrue"; window.loswp.previewableAttachments = [{"id":58134814,"identifier":"Attachment_58134814","shouldShowBulkDownload":false}]; window.loswp.shouldDetectTimezone = true; window.loswp.shouldShowBulkDownload = true; window.loswp.showSignupCaptcha = false window.loswp.willEdgeCache = false; window.loswp.work = {"work":{"id":38105863,"created_at":"2019-01-07T14:22:17.211-08:00","from_world_paper_id":null,"updated_at":"2021-01-16T17:17:18.906-08:00","_data":{"doi":"10.1037/arc0000048","abstract":"The idea that learning music can make a child smarter has gained considerable attention from parents, educators, and\npolicymakers. Intuitively, learning to play an instrument is mentally challenging and is thought to generalize to nonmusic\nimprovements. This claim offers promise in using music to enhance mental performance, but before it can be applied to\nareas such as education and cognitive remediation, the reliability of musical effects must be established. Early research\nindicated that musicians outperformed nonmusicians on a range of psychological abilities beyond music processing.\nAlternatively, because better mental ability could also result from other training activities or an individual’s background\ncharacteristics, any conclusions on musical training were still premature. In fact, although some recent studies that provided\nmusical training to nontrained children did show small mental improvements after a few weeks of training, most\nwell-designed studies that trained nonexperts failed to find any of the benefits previously seen in expert musicians. In the\ncurrent study, children aged 6 to 9 years old were given 3 weeks of music or dance lessons and measured on mental\nperformance before and after training. To test for training-induced change, performance before and after training was\ncompared with a nontrained group. To test whether learning music itself caused change, performance in trained groups was\ncompared with each other, because dance is a similarly challenging skill and shares training features with music. No\ntraining effects were observed on any tested cognitive ability, which questions whether mental enrichment can occur from\nshort-term training.","publication_date":"2018,,","publication_name":"Archives of Scientific Psychology"},"document_type":"paper","pre_hit_view_count_baseline":null,"quality":"high","language":"en","title":"Cognitive Effects of Music and Dance Training in Children","broadcastable":true,"draft":false,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [37828541]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "ds_vanilla"; window.loswp.fullPageMobileSutdModalVariant = "control"; window.loswp.useOptimizedScribd4genScript = false; window.loswp.appleClientId = 'edu.academia.applesignon';</script><script defer="" src="https://accounts.google.com/gsi/client"></script><div class="ds-loswp-container"><div class="ds-work-card--grid-container"><div class="ds-work-card--container js-loswp-work-card"><div class="ds-work-card--cover"><div class="ds-work-cover--wrapper"><div class="ds-work-cover--container"><button class="ds-work-cover--clickable js-swp-download-button" data-signup-modal="{"location":"swp-splash-paper-cover","attachmentId":58134814,"attachmentType":"pdf"}"><img alt="First page of “Cognitive Effects of Music and Dance Training in Children”" class="ds-work-cover--cover-thumbnail" src="https://0.academia-photos.com/attachment_thumbnails/58134814/mini_magick20190107-13763-dzaoe7.png?1546901825" /><img alt="PDF Icon" class="ds-work-cover--file-icon" src="//a.academia-assets.com/assets/single_work_splash/adobe.icon-574afd46eb6b03a77a153a647fb47e30546f9215c0ee6a25df597a779717f9ef.svg" /><div class="ds-work-cover--hover-container"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span><p>Download Free PDF</p></div><div class="ds-work-cover--ribbon-container">Download Free PDF</div><div class="ds-work-cover--ribbon-triangle"></div></button></div></div></div><div class="ds-work-card--work-information"><h1 class="ds-work-card--work-title">Cognitive Effects of Music and Dance Training in Children</h1><div class="ds-work-card--work-authors ds-work-card--detail"><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="37828541" href="https://baycrest.academia.edu/AnnaliseDSouza"><img alt="Profile image of Annalise LaPlume (née D'Souza)" class="ds-work-card--author-avatar" src="https://0.academia-photos.com/37828541/10626896/19962655/s65_annalise.dsouza.jpg" />Annalise LaPlume (née D'Souza)</a></div><p class="ds-work-card--detail ds2-5-body-sm">2018, Archives of Scientific Psychology</p><p class="ds-work-card--work-abstract ds-work-card--detail ds2-5-body-md">The idea that learning music can make a child smarter has gained considerable attention from parents, educators, and policymakers. Intuitively, learning to play an instrument is mentally challenging and is thought to generalize to nonmusic improvements. This claim offers promise in using music to enhance mental performance, but before it can be applied to areas such as education and cognitive remediation, the reliability of musical effects must be established. Early research indicated that musicians outperformed nonmusicians on a range of psychological abilities beyond music processing. Alternatively, because better mental ability could also result from other training activities or an individual’s background characteristics, any conclusions on musical training were still premature. In fact, although some recent studies that provided musical training to nontrained children did show small mental improvements after a few weeks of training, most well-designed studies that trained nonexperts failed to find any of the benefits previously seen in expert musicians. In the current study, children aged 6 to 9 years old were given 3 weeks of music or dance lessons and measured on mental performance before and after training. To test for training-induced change, performance before and after training was compared with a nontrained group. To test whether learning music itself caused change, performance in trained groups was compared with each other, because dance is a similarly challenging skill and shares training features with music. No training effects were observed on any tested cognitive ability, which questions whether mental enrichment can occur from short-term training.</p><div class="ds-work-card--button-container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--work-card","attachmentId":58134814,"attachmentType":"pdf","workUrl":"https://www.academia.edu/38105863/Cognitive_Effects_of_Music_and_Dance_Training_in_Children"}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--work-card","attachmentId":58134814,"attachmentType":"pdf","workUrl":"https://www.academia.edu/38105863/Cognitive_Effects_of_Music_and_Dance_Training_in_Children"}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div></div><div data-auto_select="false" data-client_id="331998490334-rsn3chp12mbkiqhl6e7lu2q0mlbu0f1b" data-doc_id="58134814" data-landing_url="https://www.academia.edu/38105863/Cognitive_Effects_of_Music_and_Dance_Training_in_Children" data-login_uri="https://www.academia.edu/registrations/google_one_tap" data-moment_callback="onGoogleOneTapEvent" id="g_id_onload"></div><div class="ds-top-related-works--grid-container"><div class="ds-related-content--container ds-top-related-works--container"><h2 class="ds-related-content--heading">Related papers</h2><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="0" data-entity-id="21166150" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/21166150/Effects_of_Music_Training_on_the_Childs_Brain_and_Cognitive_Development">Effects of Music Training on the Child's Brain and Cognitive Development</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="5852539" href="https://bidmc.academia.edu/AndreaNorton">Andrea Norton</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Annals of the New York Academy of Sciences, 2005</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Effects of Music Training on the Child's Brain and Cognitive Development","attachmentId":41744287,"attachmentType":"pdf","work_url":"https://www.academia.edu/21166150/Effects_of_Music_Training_on_the_Childs_Brain_and_Cognitive_Development","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/21166150/Effects_of_Music_Training_on_the_Childs_Brain_and_Cognitive_Development"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="1" data-entity-id="41576912" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/41576912/Music_Training_and_Cognitive_Abilities_Associations_Causes_and_Consequences">Music Training and Cognitive Abilities: Associations, Causes, and Consequences</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="806601" href="https://utoronto.academia.edu/SwathiSwaminathan">Swathi Swaminathan</a></div><p class="ds-related-work--metadata ds2-5-body-xs">The Oxford Handbook of Music and the Brain, 2019</p><p class="ds-related-work--abstract ds2-5-body-sm">This chapter evaluates the evidence that music training leads to improved cognitive abilities. It considers whether music training is associated with measures of general cognitive abilities, visuospatial abilities, and language abilities, as well as with real-world measures such as academic achievement and healthy aging. Although positive associations with music training are evident in each instance, causal evidence is lacking, inconsistent, or weak. The one exception appears to be specialized music training that focuses on listening skills and rhythm perception, which seems to improve listening skills more generally. Improved phonological awareness can, in turn, lead to improvements in reading, particularly for young children who are beginning to read, or for children with dyslexia. Otherwise, associations with music training appear to be the consequence of individual differences in demographics, personality, music aptitude, and cognitive ability, which influence who takes music lessons, particularly for extended durations of time.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Music Training and Cognitive Abilities: Associations, Causes, and Consequences","attachmentId":61733025,"attachmentType":"pdf","work_url":"https://www.academia.edu/41576912/Music_Training_and_Cognitive_Abilities_Associations_Causes_and_Consequences","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/41576912/Music_Training_and_Cognitive_Abilities_Associations_Causes_and_Consequences"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="2" data-entity-id="21143536" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/21143536/Short_term_music_training_enhances_verbal_intelligence_and_executive_function">Short-term music training enhances verbal intelligence and executive function</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="9219850" href="https://yorku.academia.edu/MelodyWiseheart">Melody Wiseheart</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Psychological science, 2011</p><p class="ds-related-work--abstract ds2-5-body-sm">Researchers have designed training methods that can be used to improve mental health and to test the efficacy of education programs. However, few studies have demonstrated broad transfer from such training to performance on untrained cognitive activities. Here we report the effects of two interactive computerized training programs developed for preschool children: one for music and one for visual art. After only 20 days of training, only children in the music group exhibited enhanced performance on a measure of verbal intelligence, with 90% of the sample showing this improvement. These improvements in verbal intelligence were positively correlated with changes in functional brain plasticity during an executive-function task. Our findings demonstrate that transfer of a high-level cognitive skill is possible in early childhood.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Short-term music training enhances verbal intelligence and executive function","attachmentId":41734464,"attachmentType":"pdf","work_url":"https://www.academia.edu/21143536/Short_term_music_training_enhances_verbal_intelligence_and_executive_function","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/21143536/Short_term_music_training_enhances_verbal_intelligence_and_executive_function"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="3" data-entity-id="89675138" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/89675138/Effects_of_Music_Training_on_Attention_Processing_Speed_and_Cognitive_Music_Abilities_Findings_from_a_Longitudinal_Study">Effects of Music Training on Attention, Processing Speed and Cognitive Music Abilities-Findings from a Longitudinal Study</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="1369110" href="https://uni-frankfurt.academia.edu/StephanBongard">Stephan Bongard</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Applied Cognitive Psychology, 2014</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Effects of Music Training on Attention, Processing Speed and Cognitive Music Abilities-Findings from a Longitudinal Study","attachmentId":93430519,"attachmentType":"pdf","work_url":"https://www.academia.edu/89675138/Effects_of_Music_Training_on_Attention_Processing_Speed_and_Cognitive_Music_Abilities_Findings_from_a_Longitudinal_Study","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/89675138/Effects_of_Music_Training_on_Attention_Processing_Speed_and_Cognitive_Music_Abilities_Findings_from_a_Longitudinal_Study"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="4" data-entity-id="100646495" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/100646495/Music_Instruction_and_its_Diverse_Extra_Musical_Benefits">Music Instruction and its Diverse Extra-Musical Benefits</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="266904361" href="https://independent.academia.edu/FrancesRauscher">Frances Rauscher</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Music Perception, 2011</p><p class="ds-related-work--abstract ds2-5-body-sm">this article provides an overview of our research , including studies yet unpublished, on the effects of music on cognition. Music instruction can enhance children&#39;s spatial-temporal reasoning, numerical reasoning, and phonemic awareness. Longitudinal studies of middle-income and economically disadvantaged preschoolers reveal that children who receive music instruction prior to age 7 show improved performance on spatial-temporal and numerical reasoning tasks compared to children in control groups—effects that persist for two years after the intervention ends. Three additional studies suggest that teacher gender may influence these transfer effects in children. Our studies also show improved perceptual discrimination as a function of music training: adult string players have lower than average pitch discrimination thresholds, whereas adult percussionists have lower than average temporal discrimination thresholds. These effects are strongest for musicians who begin their training ...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Music Instruction and its Diverse Extra-Musical Benefits","attachmentId":101409908,"attachmentType":"pdf","work_url":"https://www.academia.edu/100646495/Music_Instruction_and_its_Diverse_Extra_Musical_Benefits","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/100646495/Music_Instruction_and_its_Diverse_Extra_Musical_Benefits"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="26959633" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/26959633/Music_Training_and_Nonmusical_Abilities_Commentary_on_Stoesz_Jakobson_Kilgour_and_Lewycky_2007_and_Jakobson_Lewycky_Kilgour_and_Stoesz_2008_">Music Training and Nonmusical Abilities: Commentary on Stoesz, Jakobson, Kilgour, and Lewycky (2007) and Jakobson, Lewycky, Kilgour, and Stoesz (2008)</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="29547711" href="https://utoronto.academia.edu/GlennSchellenberg">Glenn Schellenberg</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Music Perception, 2009</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Music Training and Nonmusical Abilities: Commentary on Stoesz, Jakobson, Kilgour, and Lewycky (2007) and Jakobson, Lewycky, Kilgour, and Stoesz (2008)","attachmentId":47221278,"attachmentType":"pdf","work_url":"https://www.academia.edu/26959633/Music_Training_and_Nonmusical_Abilities_Commentary_on_Stoesz_Jakobson_Kilgour_and_Lewycky_2007_and_Jakobson_Lewycky_Kilgour_and_Stoesz_2008_","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/26959633/Music_Training_and_Nonmusical_Abilities_Commentary_on_Stoesz_Jakobson_Kilgour_and_Lewycky_2007_and_Jakobson_Lewycky_Kilgour_and_Stoesz_2008_"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="57536822" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/57536822/Music_and_Cognitive_Abilities">Music and Cognitive Abilities</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="29547711" href="https://utoronto.academia.edu/GlennSchellenberg">Glenn Schellenberg</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Current Directions in Psychological Science, 2005</p><p class="ds-related-work--abstract ds2-5-body-sm">Does music make you smarter? Music listening and music lessons have been claimed to confer intellectual advantages. Any association between music and intellectual functioning would be notable only if the benefits apply reliably to nonmusical abilities and if music is unique in producing the effects. The available evidence indicates that music listening leads to enhanced performance on a variety of cognitive tests, but that such effects are short-term and stem from the impact of music on arousal level and mood, which, in turn, affect cognitive performance; experiences other than music listening have similar effects. Music lessons in childhood tell a different story. They are associated with small but general and long-lasting intellectual benefits that cannot be attributed to obvious confounding variables such as family income and parents&#39; education. The mechanisms underlying this association have yet to be determined.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Music and Cognitive Abilities","attachmentId":72391714,"attachmentType":"pdf","work_url":"https://www.academia.edu/57536822/Music_and_Cognitive_Abilities","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/57536822/Music_and_Cognitive_Abilities"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="37240532" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/37240532/Effects_of_Music_and_Dance_Training_on_Executive_Functions_in_Children">Effects of Music and Dance Training on Executive Functions in Children</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="37828541" href="https://baycrest.academia.edu/AnnaliseDSouza">Annalise LaPlume (née D'Souza)</a></div><p class="ds-related-work--abstract ds2-5-body-sm">A body of evidence demonstrates superior executive functions in musicians, although most previous studies are cross-sectional. Dance, being similar to music, also offers potential for transfer to cognitive performance. A controlled experiment was used to isolate the causal influence of music and dance training on the executive functions of working memory, interference control, and task switching. Children between 6-9 years old were randomly assigned to music or dance groups, and tested on executive functions before and after training. Following training, significant decreases in global and local switch cost were observed, but no change on measures of working memory or interference control. Results show 15 days of training transferred to improved task switching, with no difference between groups. The current study provides early evidence on the influence of dance training on task switching in children, and the similarity between music and dance on executive functions.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Effects of Music and Dance Training on Executive Functions in Children","attachmentId":57192990,"attachmentType":"pdf","work_url":"https://www.academia.edu/37240532/Effects_of_Music_and_Dance_Training_on_Executive_Functions_in_Children","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/37240532/Effects_of_Music_and_Dance_Training_on_Executive_Functions_in_Children"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="8" data-entity-id="109593801" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/109593801/Does_moving_to_the_music_make_you_smarter_The_relation_of_sensorimotor_entrainment_to_cognitive_linguistic_musical_and_social_skills">Does moving to the music make you smarter? The relation of sensorimotor entrainment to cognitive, linguistic, musical, and social skills</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="24627009" href="https://lisztakademia.academia.edu/L%C3%A1szl%C3%B3NorbertNemes">László Norbert Nemes</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Psychology of Music, 2018</p><p class="ds-related-work--abstract ds2-5-body-sm">Several studies have shown the benefits of music training on multiple musical and non-musical skills. Because our perception of music is inherently rhythmic, it is possible that the underlying mechanism of the transfer effect of music is rhythmic entrainment. Previous studies found transfer effects of sensorimotor entrainment (SE), a form of rhythmic entrainment, but, to date, there has been no comprehensive study that has examined long-term effects of SE in multiple domains. In this study, we compared the transfer effects of two different SE-based (one with fixed rules, the other with free movement) music education methods and a singing-based (control) method on cognitive, linguistic, musical, and social skills in 6–7-year-old children. On the initial assessment, there were no significant differences in performance between the three groups. After 8 months, we found significant improvement for the entrainment-based methods compared to the singing-based method in pitch discrimination...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Does moving to the music make you smarter? The relation of sensorimotor entrainment to cognitive, linguistic, musical, and social skills","attachmentId":107671866,"attachmentType":"pdf","work_url":"https://www.academia.edu/109593801/Does_moving_to_the_music_make_you_smarter_The_relation_of_sensorimotor_entrainment_to_cognitive_linguistic_musical_and_social_skills","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/109593801/Does_moving_to_the_music_make_you_smarter_The_relation_of_sensorimotor_entrainment_to_cognitive_linguistic_musical_and_social_skills"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="9" data-entity-id="31601053" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/31601053/Musical_learning_and_cognitive_performance">Musical learning and cognitive performance</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="60532765" href="https://independent.academia.edu/CarlosRamonBustamanteSilva">Carlos Ramon Bustamante Silva</a></div><p class="ds-related-work--abstract ds2-5-body-sm">According to literature, there are broad associations between music and cognitive abilities, which apparently result from the frequency of music lessons. The aim of the present work was to test these associations between a group of music students and a control group of students with no music education, thereby contributing toward understanding the link between music learning, intelligence, and academic achievement. The Battery of Reasoning Tests (BPR/7-9), collated for the Portuguese population, as well as the academic classifications of two groups of students, provided the basis for this study’s quantitative analysis. The sample population comprised students who frequented Year 7 of the basic music course in specialist music education and of the basic course in mainstream education (no music lessons). Compared with the students in the control group, those in the groups which included formal music education showed increases in their general capacity of reasoning (g factor) and in ta...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Musical learning and cognitive performance","attachmentId":51930673,"attachmentType":"pdf","work_url":"https://www.academia.edu/31601053/Musical_learning_and_cognitive_performance","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/31601053/Musical_learning_and_cognitive_performance"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div></div></div><div class="ds-sticky-ctas--wrapper js-loswp-sticky-ctas hidden"><div class="ds-sticky-ctas--grid-container"><div class="ds-sticky-ctas--container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--sticky-ctas","attachmentId":58134814,"attachmentType":"pdf","workUrl":null}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--sticky-ctas","attachmentId":58134814,"attachmentType":"pdf","workUrl":null}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div><div class="ds-below-fold--grid-container"><div class="ds-work--container js-loswp-embedded-document"><div class="attachment_preview" data-attachment="Attachment_58134814" style="display: none"><div class="js-scribd-document-container"><div class="scribd--document-loading js-scribd-document-loader" style="display: block;"><img alt="Loading..." src="//a.academia-assets.com/images/loaders/paper-load.gif" /><p>Loading Preview</p></div></div><div style="text-align: center;"><div class="scribd--no-preview-alert js-preview-unavailable"><p>Sorry, preview is currently unavailable. 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