Now a data-driven analysis from Northwestern University researchers pulls together converging research from the scientific literature linking musical training to learning that spills over to skills including language, speech, memory, attention and even vocal emotion.
The science covered comes from labs all over the world, from scientists of varying scientific philosophies, using a wide range of research methods.
Accordint to lead author Nina Kraus, Hugh Knowles Professor of Communication Sciences and Neurobiology and director of Northwestern’s Auditory Neuroscience Laboratory, the explosion of research in recent years focusing on the effects of music training on the nervous system, including the studies in the review, have strong implications for education.
Music Provides Meaningful Patterns
Scientists use the term neuroplasticity to describe the brain’s ability to adapt and change as a result of training and experience over the course of a person’s life.
The studies covered in the Northwestern review offer a model of neuroplasticity, Kraus said. The research strongly suggests that the neural connections made during musical training also prime the brain for other aspects of human communication.
An active engagement with musical sounds not only enhances neuroplasticity, she said, but also enables the nervous system to provide the stable scaffolding of meaningful patterns so important to learning.
“The brain is unable to process all of the available sensory information from second to second, and thus must selectively enhance what is relevant. Playing an instrument primes the brain to choose what is relevant in a complex process that may involve reading or remembering a score, timing issues and coordination with other musicians.
A musician’s brain selectively enhances information-bearing elements in sound. In a beautiful interrelationship between sensory and cognitive processes, the nervous system makes associations between complex sounds and what they mean.”
The efficient sound-to-meaning connections are important not only for music but for other aspects of communication.
Stronger Neural Activation
The paper reviews literature showing, for example, that musicians are more successful than non-musicians in learning to incorporate sound patterns for a new language into words. Children who are musically trained show stronger neural activation to pitch changes in speech and have a better vocabulary and reading ability than children who did not receive music training.
And musicians trained to hear sounds embedded in a rich network of melodies and harmonies are primed to understand speech in a noisy background. They exhibit both enhanced cognitive and sensory abilities that give them a distinct advantage for processing speech in challenging listening environments compared with non-musicians.
Children with learning disorders are particularly vulnerable to the deleterious effects of background noise, according to the article:
“Music training seems to strengthen the same neural processes that often are deficient in individuals with developmental dyslexia or who have difficulty hearing speech in noise.”
Tones Brain for Auditory Fitness
Currently what is known about the benefits of music training on sensory processing beyond that involved in musical performance is largely derived from studying those who are fortunate enough to afford such training, Kraus said.
The research review, the Northwestern researchers conclude, argues for serious investing of resources in music training in schools accompanied with rigorous examinations of the effects of such instruction on listening, learning, memory, attention and literacy skills.
“The effect of music training suggests that, akin to physical exercise and its impact on body fitness, music is a resource that tones the brain for auditory fitness and thus requires society to re-examine the role of music in shaping individual development, ” the researchers conclude.
Nina Kraus and Bharath Chandrasekaran.
Music training for the development of auditory skills.
Nature Reviews Neuroscience 11, 599-605 (August 2010) | doi:10.1038/nrn2882