Music training and nonmusical abilities
Autor(a) principal: | |
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Data de Publicação: | 2024 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10071/31149 |
Resumo: | Music training is generally assumed to improve perceptual and cognitive abilities. Although correlational data highlight positive associations, experi- mental results are inconclusive, raising questions about causality. Does music training have far-transfer effects, or do preexisting factors determine who takes music lessons? All behavior reflects genetic and environmental in- fluences, but differences in emphasis—nature versus nurture—have been a source of tension throughout the history of psychology. After reviewing the recent literature, we conclude that the evidence that music training causes nonmusical benefits is weak or nonexistent, and that researchers routinely overemphasize contributions from experience while neglecting those from nature. The literature is also largely exploratory rather than theory driven. It fails to explain mechanistically how music-training effects could occur and ignores evidence that far transfer is rare. Instead of focusing on elusive per- ceptual or cognitive benefits, we argue that it is more fruitful to examine the social-emotional effects of engaging with music, particularly in groups, and that music-based interventions may be effective mainly for clinical or atypical populations. |
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Music training and nonmusical abilitiesMusicTrainingCognitionPersonalityTransferPlasticityMusic training is generally assumed to improve perceptual and cognitive abilities. Although correlational data highlight positive associations, experi- mental results are inconclusive, raising questions about causality. Does music training have far-transfer effects, or do preexisting factors determine who takes music lessons? All behavior reflects genetic and environmental in- fluences, but differences in emphasis—nature versus nurture—have been a source of tension throughout the history of psychology. After reviewing the recent literature, we conclude that the evidence that music training causes nonmusical benefits is weak or nonexistent, and that researchers routinely overemphasize contributions from experience while neglecting those from nature. The literature is also largely exploratory rather than theory driven. It fails to explain mechanistically how music-training effects could occur and ignores evidence that far transfer is rare. Instead of focusing on elusive per- ceptual or cognitive benefits, we argue that it is more fruitful to examine the social-emotional effects of engaging with music, particularly in groups, and that music-based interventions may be effective mainly for clinical or atypical populations.Annual Reviews2024-02-21T16:45:28Z2024-01-01T00:00:00Z20242024-02-21T16:45:05Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10071/31149eng1545-208510.1146/annurev-psych-032323-051354Schellenberg, E.Lima, C. F.info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-02-25T01:19:27Zoai:repositorio.iscte-iul.pt:10071/31149Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T03:11:23.060447Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Music training and nonmusical abilities |
title |
Music training and nonmusical abilities |
spellingShingle |
Music training and nonmusical abilities Schellenberg, E. Music Training Cognition Personality Transfer Plasticity |
title_short |
Music training and nonmusical abilities |
title_full |
Music training and nonmusical abilities |
title_fullStr |
Music training and nonmusical abilities |
title_full_unstemmed |
Music training and nonmusical abilities |
title_sort |
Music training and nonmusical abilities |
author |
Schellenberg, E. |
author_facet |
Schellenberg, E. Lima, C. F. |
author_role |
author |
author2 |
Lima, C. F. |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Schellenberg, E. Lima, C. F. |
dc.subject.por.fl_str_mv |
Music Training Cognition Personality Transfer Plasticity |
topic |
Music Training Cognition Personality Transfer Plasticity |
description |
Music training is generally assumed to improve perceptual and cognitive abilities. Although correlational data highlight positive associations, experi- mental results are inconclusive, raising questions about causality. Does music training have far-transfer effects, or do preexisting factors determine who takes music lessons? All behavior reflects genetic and environmental in- fluences, but differences in emphasis—nature versus nurture—have been a source of tension throughout the history of psychology. After reviewing the recent literature, we conclude that the evidence that music training causes nonmusical benefits is weak or nonexistent, and that researchers routinely overemphasize contributions from experience while neglecting those from nature. The literature is also largely exploratory rather than theory driven. It fails to explain mechanistically how music-training effects could occur and ignores evidence that far transfer is rare. Instead of focusing on elusive per- ceptual or cognitive benefits, we argue that it is more fruitful to examine the social-emotional effects of engaging with music, particularly in groups, and that music-based interventions may be effective mainly for clinical or atypical populations. |
publishDate |
2024 |
dc.date.none.fl_str_mv |
2024-02-21T16:45:28Z 2024-01-01T00:00:00Z 2024 2024-02-21T16:45:05Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10071/31149 |
url |
http://hdl.handle.net/10071/31149 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
1545-2085 10.1146/annurev-psych-032323-051354 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Annual Reviews |
publisher.none.fl_str_mv |
Annual Reviews |
dc.source.none.fl_str_mv |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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