Does music training enhance auditory and linguistic processing? A systematic review and meta-analysis of behavioral and brain evidence

Neves, Leonor; Correia, Ana Isabel; Castro, São Luís; Martins, Daniel; Lima, César F.

doi:10.1016/j.neubiorev.2022.104777

Cited by 27 publications

(30 citation statements)

References 143 publications

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“…Indeed, musical aptitude, which can be defined as the potential for learning music before formal training and achievement and assessed by using batteries of music perception skills (e.g., Law & Zentner, 2012), may result in sensitivity to nuances in performance even in the absence of musical expertise. This assumption is supported by previous studies showing music aptitude to be associated not only with improved auditory perception in general (e.g., Neves et al, 2022), but also with more accurate vocal emotion recognition (Correia et al, 2022; Martins et al, 2021). Thus, when interactions between performance quality and musical ability on felt emotion are examined, both facets of musical ability, expertise and aptitude, need to be considered.…”

Section: Quality Of Musical Performancessupporting

confidence: 77%

How much does performance quality matter in musical emotion induction? Main effects and interaction effects with listener features.

Vigl¹,

Zentner²

2023

Psychology of Aesthetics, Creativity, and the Arts

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Although there is a considerable body of research on factors influencing musical emotion induction, relatively little is known about how the quality of performances may affect listeners' music-evoked emotion. To redress this gap, we generated music excerpts performed at three levels of proficiency (plain, semiprofessional, professional) and studied the effects of these variations on liking and on felt emotion via the Geneva Emotional Music Scale-a domain-specific instrument for the assessment of music-induced emotions. After pretesting the stimuli, in Study 1 (N = 207) we examined pairwise differences between each of these conditions, as well as interaction effects with musical expertise. In Study 2 (N = 143), each participant heard all three versions of a selection of music excerpts used in Study 1. Using multilevel modeling, in Study 2, we also examined interaction effects between performance and listener attributes that are known to modulate musical emotion induction, such as musical expertise, musical aptitude, personality factors, and current mood state. Across the studies, the results converge in showing that liking and intensity of emotion increased as a function of performance quality. In addition to performance main effects, we also found Performance × Listener Features interactions, such that the emotional effect of the performance condition was enhanced in participants with higher musical expertise and aptitude. By particularizing the role of performance features, the current study closes an important gap in understanding factors involved in musical emotion induction.

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Section: Quality Of Musical Performancessupporting

confidence: 77%

How much does performance quality matter in musical emotion induction? Main effects and interaction effects with listener features.

Vigl¹,

Zentner²

2023

Psychology of Aesthetics, Creativity, and the Arts

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“…The antidote here is an RCT consisting of all the proper blinding procedures. However, in some cases when RCT design has been used in the first place, 26 there have been high numbers of dropout participants before and during the intervention, indicating that participants “vote with one's feet.” 51 , 52 So, we can argue that there is an important place for well‐designed studies that are not RCTs. Such studies would optimize intervention outcomes by building on the motivation of the participant rather than trying to suppress it.…”

Section: Introductionmentioning

confidence: 99%

Music‐based interventions in community settings: Navigating the tension between rigor and ecological validity

Habibi

Kreutz

Russo

et al. 2022

Annals of the New York Academy of Sciences

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Empirical research of community-based music interventions has advanced to investigate the individual, social, and educational implications of arts-for-wellbeing practices.Here, we present the motivations, aims, hypotheses, and implications of this complex field of inquiry. We describe examples of recent large-scale investigations to reflect on the major methodological challenges. Community-based music interventions strike a balance between the empirical rigor of clinical trials and the demands of ecological validity. We argue that this balance should be viewed as an asset rather than a mere pragmatic compromise. We also offer some perspectives on best-practice models for effectively engaging in this type of work.

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“…Overall, these studies mainly examined the effect of musical training in terms of active music making or the effect of innate musical talent on nonmusical abilities. Associations were observed, for example, with better memory skills (Talamini et al, 2017), better linguistic skills (Neves et al, 2022), or better academic achievement (dos Santos-Luiz et al, 2016). In addition to these findings on the effects of musical training, evidence suggests that listening to music can also have transfer effects, at least in the short term.…”

Section: Introductionmentioning

confidence: 99%

Melody for the Mind: Enhancing Mood, Motivation, Concentration, and Learning through Music Listening in the Classroom

Vigl,

Ojell-Järventausta,

Sipola

et al. 2023

Music & Science

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Listening to music has been shown to have positive impacts on mood and task performance, but there is little knowledge on such effects in school environments. This mixed-method study aimed to investigate the effects of self-selected music on students’ mood, motivation, concentration, and learning success in a real-life school context. Forty-eight secondary school students (age range: 15–19) completed the study, and both quantitative and qualitative data were collected. The study consisted of two phases: one week of regular lessons without music and a subsequent week in which students listened to self-selected music before each lesson. The results showed that listening to music had strong positive effects on mood, motivation, and concentration, and moderate effects on learning. Qualitative analysis of open-ended questions revealed that the beneficial effects were mostly perceived to be due to creating positive and energizing emotions, increasing attention, and providing routine and rest between lessons. The findings suggest that listening to self-selected music could be an effective and low-cost strategy for enhancing students’ emotional state, motivation, and concentration in a school context.

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Does music training enhance auditory and linguistic processing? A systematic review and meta-analysis of behavioral and brain evidence

Cited by 27 publications

References 143 publications

How much does performance quality matter in musical emotion induction? Main effects and interaction effects with listener features.

How much does performance quality matter in musical emotion induction? Main effects and interaction effects with listener features.

Music‐based interventions in community settings: Navigating the tension between rigor and ecological validity

Melody for the Mind: Enhancing Mood, Motivation, Concentration, and Learning through Music Listening in the Classroom

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