Effects of Music Training on Attention, Processing Speed and Cognitive Music Abilities—Findings from a Longitudinal Study

Abstract

The present study addresses visual attention and processing speed in primary school children (N = 345; 7-8 years of age) who received either music (MC) or natural science training (NC) over a period of 18 months. Dependent variables were collected three times (T1-T3) and included measures for processing speed, visual attention and cognitive music abilities. They were submitted to latent or manifest change models including socioeconomic status and basic cognitive functions as covariates. Groups performed similarly in all dependent tasks at baseline (T1). MC showed significant increases in processing speed as well as in music abilities from T2 to T3 and increases in rhythmic abilities from T1 to T2. Although MC also showed increases in both processing speed and visual attention over time, they were at a small advantage with respect to the former and at a clear disadvantage with respect to the latter measure as compared to NC.

Are Musical Autobiographical Memories Special? It Ain’t Necessarily So

“…For instance, Schellenberg (2004) randomly assigned children to music or drama lessons or no lessons, and found that music lessons enhanced some cognitive tests to a small degree, but drama lessons strongly enhanced a measure of social behavior. Similarly, Roden et al (2014) used natural science lessons as an active control for music lessons, and found that music lessons enhanced processing speed, but intense training in science enhanced visual attention.…”

Effects of music and natural science training on aggressive behavior

“…While most studies in the past have focused on positive behavioral variables such as intelligence (e.g., Schellenberg, 2004), and cognitive competences in various domains (e.g., Roden et al, 2012, Roden, K€ onen, et al, 2014, Roden, Grube, et al, 2014, to our knowledge, this is the first study to look at the development of more less favoured aspects of emotional reactions over a prolonged period of time. However, although the duration of the intervention of 1.5 years exceeds previous studies, it might still be too short to elicit the expected changes in psychophysiological responses.…”

“…Such reported benefits include general measures of intelligence (Schellenberg, 2004), attention and processing speed (Roden, K€ onen, et al, 2014), working memory (Lee, Lu, & Ko, 2007;Roden, Grube, Bongard, & Kreutz, 2014), academic achievements (Anvari, Trainor, Woodside, & Levy, 2002;Southgate & Roscigno, 2009), and aspects of auditory memory (Ho, Cheung, & Chan, 2003;Roden, Kreutz, & Bongard, 2012). Recent studies also suggest that transfer effects might well extend to individual and socials skills, such as self-esteem (Costa-Giomi, 2004;Rickard et al, 2013), migrants' acculturation processes , and emotional sensitivity (Thompson, Schellenberg, & Husain, 2004).…”

Auditory intelligence: Theoretical considerations and empirical findings

“…Practice is the main component for becoming highly skilled (e.g., Ericsson, Krampe, & Tesch-Römer, 1993;Sloboda, Davidson, Howe, & Moore, 1996). Musical training has repeatedly been shown to improve processing speed and cognitive musical skills (Gruhn, Galley, & Kluth, 2003;Helmbold, Ramsayer, & Altenmüller, 2005;Roden et al, 2014;Strait & Kraus, 2011). Moreover, the period and intensity of musical training have been found to be positively correlated with auditory task performance (Dun, 2000;Kormann, 1985;Shuter, 1968), but Wallentin et al (2010) found this effect only in a group of professionals but not in a group of amateurs.…”

“…This is surprising because auditory intelligence plays an important role in conversations (e.g., on the phone), performance bottlenecks (e.g., while driving a car or piloting a plane), impaired sight (e.g., at night), musical performances, the acquisition of foreign languages (i.e., pronunciation), reading and language disorders (e.g., Gathercole, 2006), and others. Meanwhile, in the last few years, research on auditory abilities has expanded into other disciplines, particularly into cognitive psychology and neuropsychology with topics such as phonological awareness, nonword repetition research, temporal processing, reading and language disorders, and musical training (e.g., Bailey, 2010;Conway, Pisoni, & Kronenberger, 2009;Gathercole, 2006;Bailey, 2010;Panagiotidi & Samartzi, 2013;Roden et al, 2014;Strait & Kraus, 2011;Tierney & Kraus, 2013). However, in psychometric research, auditory intelligence is rarely included in tests and there is a need to answer questions about the factor structure of auditory intellectual abilities, the role of such abilities within intelligence models, and their relations to variables such as musical experience.…”