Abstract
Although most studies that examined associations between music training and cognitive abilities had correlational designs, the prevailing bias is that music training causes improvements in cognition. It is also possible, however, that high-functioning children are more likely than other children to take music lessons, and that they also differ in personality. We asked whether individual differences in cognition and personality predict who takes music lessons and for how long. The participants were 118 adults (Study 1) and 167 10- to 12-year-old children (Study 2). We collected demographic information and measured cognitive ability and the Big Five personality dimensions. As in previous research, cognitive ability was associated with musical involvement even when demographic variables were controlled statistically. Novel findings indicated that personality was associated with musical involvement when demographics and cognitive ability were held constant, and that openness-to-experience was the personality dimension with the best predictive power. These findings reveal that: (1) individual differences influence who takes music lessons and for how long, (2) personality variables are at least as good as cognitive variables at predicting music training, and (3) future correlational studies of links between music training and non-musical ability should account for individual differences in personality.
Highlights
How do individuals who take music lessons differ from other individuals? In the present investigation, we examined whether duration of music training is associated with the “Big Five” personality dimensions (McCrae and Costa, 1987), the dominant framework for contemporary research on individual differences in personality (John et al, 2008)
Tests of simple associations between the predictor variables and the outcome variable confirmed that duration of playing music regularly was correlated with demographic, cognitive, and personality variables
GENERAL DISCUSSION In groups of undergraduates (Study 1) and 10- to 12-year-old children (Study 2), we examined whether duration of music training was associated with demographic, cognitive, and personality variables, and whether individual differences in personality could shed light on associations between music training and cognitive abilities
Summary
How do individuals who take music lessons differ from other individuals? In the present investigation, we examined whether duration of music training is associated with the “Big Five” personality dimensions (McCrae and Costa, 1987), the dominant framework for contemporary research on individual differences in personality (John et al, 2008). There is much evidence of lower-level associations between music training, motor skills, and listening abilities (Herholz and Zatorre, 2012), including those related to speech perception (Kraus and Chandrasekaran, 2010; Besson et al, 2011; Strait and Kraus, 2011). Our focus here was on far-rather than near-transfer effects, associations between music training and non-musical cognitive abilities that are less dependent on analytical listening skills or speech perception. Music training is associated positively with performance on tests of spatial abilities and non-verbal reasoning. Because these associations extend across different cognitive domains, they implicate domain-general processes. Even after accounting for demographic variables, music training is associated positively with performance on tests of auditory and visual memory (Jakobson et al, 2008; Degé et al, 2011b), and with
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
