Music 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.