Music Aptitude, Training, and Cognitive Transfer: A Mini-Review

Abstract

In this mini-review, the genetic basis of music aptitude and the effects of music training are discussed. The review indicates that regardless of levels of innate ability, experience-induced neuroplasticity can occur as a result of music training. When that happens, it can be expressed as functional or structural brain changes. These changes are often accompanied by improvement in performance in tasks involving auditory analysis. Specifically, music training effects can transfer to a closely related cognitive domain such as auditory processing (near transfer). Music training can also affect more distantly related cognitive domains such as spatial and linguistic domains. Lastly, music training can affect general intelligence (“g”) (far transfer). Music training can mold behavioral brain development and confers cognitive benefits beyond music.

Music Engagement as a Source of Cognitive Reserve

“…32, 33 Patel's OPERA hypothesis suggests this type of transfer can occur because of neural overlap in related substrata, high precision of acoustic processing, recruitment of emotional and attentional resources, and repetitive activation of the neurocognitive network through music practice. 33 Evidence suggests that a range of music-related cognitive functions are enhanced in musicians, 32 and there is also evidence that several cognitive functions in musicians are maintained in older age, with aging musicians exhibiting relatively preserved speech perception 34 and auditory processing ability. 35,36 Similarly, Hanna-Pladdy and Gajewski 37 reported that older musicians exhibit enhanced phonemic fluency, verbal working memory, verbal immediate recall, as well as superiority in visuospatial and motor domains when compared with matched non-musicians.…”

“…While existing research is often correlational, evidence has been reported that music engagement may confer cognitive benefits in children, as well as healthy younger and middle-aged adults, suggesting that music engagement enhances the ability of people to meet the cognitive demands of certain non-musical tasks. 30 , 32 For example, music-related auditory processing abilities, involved in detecting acoustic cues (rhythm, pitch and timbre), processing syntactic or semantic information, and integrating relevant semiotic meaning (implicit in prosodic patterns) may provide utility to language perception. 32 , 33 Patel’s OPERA hypothesis suggests this type of transfer can occur because of neural overlap in related substrata, high precision of acoustic processing, recruitment of emotional and attentional resources, and repetitive activation of the neurocognitive network through music practice.…”

“… 30 , 32 For example, music-related auditory processing abilities, involved in detecting acoustic cues (rhythm, pitch and timbre), processing syntactic or semantic information, and integrating relevant semiotic meaning (implicit in prosodic patterns) may provide utility to language perception. 32 , 33 Patel’s OPERA hypothesis suggests this type of transfer can occur because of neural overlap in related substrata, high precision of acoustic processing, recruitment of emotional and attentional resources, and repetitive activation of the neurocognitive network through music practice. 33 Evidence suggests that a range of music-related cognitive functions are enhanced in musicians, 32 and there is also evidence that several cognitive functions in musicians are maintained in older age, with aging musicians exhibiting relatively preserved speech perception 34 and auditory processing ability.…”