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Related Experiment Video

Updated: May 31, 2026

Driving Under the Influence: How Music Listening Affects Driving Behaviors
07:25

Driving Under the Influence: How Music Listening Affects Driving Behaviors

Published on: March 27, 2019

Examining the association between music lessons and intelligence.

E Glenn Schellenberg1

  • 1University of Toronto Mississauga, Ontario, Canada. g.schellenberg@utoronto.ca

British Journal of Psychology (London, England : 1953)
|July 15, 2011
PubMed
Summary
This summary is machine-generated.

Music training is linked to higher IQ in children, but not executive function. This suggests children with higher IQs may be drawn to music, rather than music improving executive functions.

Related Experiment Videos

Last Updated: May 31, 2026

Driving Under the Influence: How Music Listening Affects Driving Behaviors
07:25

Driving Under the Influence: How Music Listening Affects Driving Behaviors

Published on: March 27, 2019

Area of Science:

  • Cognitive Psychology
  • Neuroscience of Music
  • Developmental Psychology

Background:

  • The relationship between music training and cognitive abilities is established, but questions remain regarding its scope, causality, and the role of executive function.
  • Executive functions are crucial for complex cognitive tasks and are often implicated in cognitive training benefits.

Purpose of the Study:

  • To investigate the association between music training and IQ in children.
  • To examine whether executive function mediates the relationship between music training and IQ.
  • To explore the generality of music training's cognitive benefits.

Main Methods:

  • Comparison of musically trained and untrained 9- to 12-year-old children.
  • Assessment of intelligence quotient (IQ) and five measures of executive function.
  • Correlational analysis to determine the relationship between music training, IQ, and executive function.

Main Results:

  • Musically trained children demonstrated significantly higher IQ scores than their untrained peers.
  • The observed IQ advantage in the trained group was consistent across various IQ subtests.
  • No significant association was found between music training and executive function measures.
  • Executive function did not mediate the relationship between music training and IQ.

Conclusions:

  • The findings do not support the hypothesis that executive function mediates the link between music training and IQ.
  • Results suggest that children with higher baseline IQ may be more inclined to pursue music training.
  • Music training's cognitive benefits may be specific to general intelligence rather than executive functions.