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Music training and speech perception: a gene-environment interaction.

E Glenn Schellenberg1

  • 1Department of Psychology, University of Toronto Mississauga, Mississauga, Ontario, Canada.

Annals of the New York Academy of Sciences
|March 17, 2015
PubMed
Summary

Music training claims often overlook genetic predispositions. Children

Area of Science:

  • Cognitive Psychology
  • Behavioral Genetics
  • Music Cognition

Background:

  • Numerous claims suggest music training enhances various cognitive abilities, including verbal, visuospatial, executive functions, working memory, IQ, and speech perception.
  • These claims often presume a causal link, neglecting that children pursuing music lessons may possess inherent music aptitudes, which correlate with speech perception.
  • Childhood music training is associated with cognitive, personality, and demographic factors, with genetics playing a significant role in IQ and personality.

Purpose of the Study:

  • To investigate the causal relationship between music training and cognitive enhancements, considering genetic and environmental interactions.
  • To re-evaluate music training as a model for studying neuroplasticity versus gene-environment interactions.

Main Methods:

Keywords:
aptitudeintelligencemusic trainingperceptionpersonalityspeech

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  • Review of existing evidence on music training, cognitive abilities, music aptitude, genetics, and environmental influences.
  • Analysis of the role of genetic factors in music aptitude and achievement.
  • Examination of how individual predispositions influence environmental choices, such as music lessons.

Main Results:

  • Recent evidence highlights a substantial genetic influence on music aptitude and achievement, contrary to previous assumptions.
  • Children's environmental choices, including music lessons, often align with their innate predispositions.
  • These predispositions, rather than the training itself, may explain observed associations between music training and cognitive abilities.

Conclusions:

  • Music training serves as a valuable model for studying gene-environment interactions due to strong genetic influences on music aptitude.
  • It is less suitable as a model for studying cognitive plasticity, as environmental choices tend to amplify pre-existing individual differences.
  • The assumption that music training directly causes broad cognitive improvements requires re-evaluation in light of genetic contributions and self-selection biases.