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Auditory Perception01:17

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The auditory system is essential for sound perception, utilizing various critical structures. When sound waves enter the outer ear, they travel through the ear canal and cause the eardrum to vibrate. These vibrations are then transmitted to the middle ear, where three tiny bones – the malleus, incus, and stapes – amplify the sound. This amplification is crucial, as it ensures that the sound vibrations are strong enough to be conveyed to the inner ear. These vibrations then reach the...
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Near and far transfer: Is music special?

E Bigand1,2, B Tillmann3,4

  • 1University of Burgundy, LEAD, CNRS-UMR 5020, Dijon, France. Emmanuel.Bigand@u-bourgogne.fr.

Memory & Cognition
|August 31, 2021
PubMed
Summary

Musical training may offer cognitive benefits, challenging previous null findings. Reanalysis suggests music training can produce statistically significant far transfer effects, unlike prior conclusions.

Keywords:
Meta-analysesMusic cognitionMusic trainingNear and far transfer

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Area of Science:

  • Cognitive Psychology
  • Neuroscience of Music
  • Educational Psychology

Background:

  • A recent meta-analysis claimed musical training has no cognitive benefits, citing null effects with active controls or randomization.
  • This conclusion was based on specific data analysis methods that may have overlooked nuances in transfer effects.

Purpose of the Study:

  • To re-evaluate the cognitive transfer effects of musical training.
  • To investigate the validity of previous meta-analytic conclusions regarding music's impact on cognition.
  • To explore the potential for far transfer effects in musical training.

Main Methods:

  • Reanalysis of data from a previous meta-analysis (Sala & Gobet, 2020) using their provided data file and program.
  • Examination of randomization procedures and differentiation between near and far transfer effects.
  • Comparison of effect sizes for musical training versus active control groups.

Main Results:

  • The effect of randomization was not confirmed as invalidating cognitive benefits.
  • The previous conclusion was partly based on excluding near transfer effect sizes for music groups but not control groups.
  • Reanalysis yielded a significant effect size (g = .234) for musical training's cognitive effects.
  • Evidence suggests musical training's far transfer effects may surpass linguistic training's near transfer effects.

Conclusions:

  • Musical training can yield small but statistically significant far transfer effects on cognition.
  • Music's unique recreational nature may facilitate these special transfer effects.
  • The null findings of prior research may be attributed to methodological choices in analyzing transfer types.