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Music Training

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Cognitive Training

Abstract

Strong correlations often emerge when researchers ask whether music lessons influence nonmusical cognitive abilities. Nevertheless, experimental studies tend to yield small effects or results that are unlikely to generalize broadly. Here, we review recent empirical research and suggest that future research could benefit by considering (1) whether transfer effects of music training are domain general or domain specific, (2) mechanisms of transfer, (3) characteristics of the training program, (4) characteristics of the trainee, and (5) the sociocultural context in which the training and research is conducted.

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Acknowledgment

Supported by the Natural Sciences and Engineering Research Council of Canada.

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Authors and Affiliations

  1. Department of Psychology, University of Toronto Mississauga, Mississauga, ON, Canada

    Swathi Swaminathan & E. Glenn Schellenberg

Authors
  1. Swathi Swaminathan
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  2. E. Glenn Schellenberg
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Correspondence to E. Glenn Schellenberg .

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Editors and Affiliations

  1. Department of Psychology, Medical School Hamburg, Hamburg, Germany

    Tilo Strobach

  2. Department of Psychology, Goethe-University Frankfurt, Frankfurt/Main, Germany

    Julia Karbach

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© 2016 Springer International Publishing Switzerland

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Swaminathan, S., Schellenberg, E.G. (2016). Music Training. In: Strobach, T., Karbach, J. (eds) Cognitive Training. Springer, Cham. https://doi.org/10.1007/978-3-319-42662-4_13

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