Tuning the Musical Mind: Next Steps in Solving the Puzzle of the Cognitive Transfer of Musical Training to Language and Back

TY - JOUR

T1 - Tuning the Musical Mind

T2 - Next Steps in Solving the Puzzle of the Cognitive Transfer of Musical Training to Language and Back

AU - Smit, Eline A.

AU - Rathcke, Tamara

AU - Keller, Peter E.

PY - 2023/1

Y1 - 2023/1

N2 - A growing body of research has been studying cognitive benefits that arise from music training in childhood or adulthood. Many studies focus specifically on the cognitive transfer of music training to language skill, with the aim of preventing language deficits and disorders and improving speech. However, predicted transfer effects are not always documented and not all findings replicate. While we acknowledge the important work that has been done in this field, we highlight the limitations of the persistent dichotomy between musicians and nonmusicians and argue that future research would benefit from a movement towards skill-based continua of musicianship instead of the currently widely practiced dichotomization of participants into groups of musicians and nonmusicians. Culturally situated definitions of musicianship as well as higher awareness of language diversity around the world are key to the understanding of potential cognitive transfers from music to language (and back). We outline a gradient approach to the study of the musical mind and suggest the next steps that could be taken to advance the field.

AB - A growing body of research has been studying cognitive benefits that arise from music training in childhood or adulthood. Many studies focus specifically on the cognitive transfer of music training to language skill, with the aim of preventing language deficits and disorders and improving speech. However, predicted transfer effects are not always documented and not all findings replicate. While we acknowledge the important work that has been done in this field, we highlight the limitations of the persistent dichotomy between musicians and nonmusicians and argue that future research would benefit from a movement towards skill-based continua of musicianship instead of the currently widely practiced dichotomization of participants into groups of musicians and nonmusicians. Culturally situated definitions of musicianship as well as higher awareness of language diversity around the world are key to the understanding of potential cognitive transfers from music to language (and back). We outline a gradient approach to the study of the musical mind and suggest the next steps that could be taken to advance the field.

KW - Cognitive transfer

KW - communication

KW - individual differences

KW - language

KW - musical training

KW - musicianship

UR - http://www.scopus.com/inward/record.url?scp=85159680743&partnerID=8YFLogxK

U2 - 10.1177/20592043231175251

DO - 10.1177/20592043231175251

M3 - Journal article

AN - SCOPUS:85159680743

SN - 2059-2043

VL - 6

JO - Music & Science

JF - Music & Science

ER -