In:
Annual Review of Psychology, Annual Reviews, Vol. 75, No. 1 ( 2024-01-04)
Abstract:
Music training is generally assumed to improve perceptual and cognitive abilities. Although correlational data highlight positive associations, experimental 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 influences, 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 perceptual 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. Expected final online publication date for the Annual Review of Psychology, Volume 75 is January 2024. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.
Type of Medium:
Online Resource
ISSN:
0066-4308
,
1545-2085
DOI:
10.1146/psych.2024.75.issue-1
DOI:
10.1146/annurev-psych-032323-051354
Language:
English
Publisher:
Annual Reviews
Publication Date:
2024
detail.hit.zdb_id:
1482191-6
detail.hit.zdb_id:
207937-9
SSG:
5,2
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