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.

Aging is a phase of life characterized by the increasing risk of occurring neurodegenerative pathologies, as well as stroke and physical decline. Patients in such clinical conditions are known to benefit from programs able to promote the improvement of associated cognitive, functional, and behavioral disorders. In recent times, growing empirical evidence showed the efficacy of active and passive music-based interventions to be the highest when used for healing these diseases. Additionally, very latest research found the combination of electrical neurostimulation with music to have potential utility for clinical older adult populations, as it may amplify the impulse to neuroplasticity and, by consequence, the rehabilitation gains. Reiterating of active music making induces changes in multiple brain regions bringing to the enhancement of cognitive and sensorimotor skills, while merely listening to pleasurable music stimulates dopaminergic regions of the brain improving cognition, motivation, and mood in a variety of neurological diseases. The versatility of music-based interventions in combination with new technologies allows an effective application of innovative therapeutic techniques. Moreover, their easy implementation in healthcare settings and their positive effects on both recovery and patients’ quality of life makes the integration of music-based interventions with conventional rehabilitation approaches highly desirable.