Long-Term Positive Associations between Music Lessons and IQ.

By E. G. Schellenberg, G. Schellenberg. 2006

444 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/03ff070bccd466adc7950ebb3de000bddc83098a

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Citations in the corpus

Can Music Influence Language and Cognition? (2009, unknown): “…reasoning (Hetland, 2000; Rauscher et al., 1995, 1997, but see Hassler et al., 1985), visuo-spatial abilities (Brochard et al., 2004; Gromko & Poorman, 1998), verbal memory (Chan et al., 1998; Ho et al., 2003), self-esteem (Costa-Giomi, 2004) and general intelligence (Schellenberg, 2004, 2006).”
Under-represented college students and extracurricular involvement: the effects of various student organizations on academic performance (2008, background): “The emphasis on creativity and freedom of expression within the arts has been found to provide various academic and personal benefits for those who are involved in art-related activities (Chin 1996; Martinez 1997; McCabe 1991; Rosal et al. 1997; Schellenberg 2006; Vojta 1997; West 2000).”
Does music training enhance working memory performance? Findings from a quasi-experimental longitudinal study (2014, background): “While there is evidence that music lessons can enhance cognitive performance even at the level of general intelligence (Schellenberg, 2004, 2006, 2011), the majority of findings point to more specific enhancement of cognitive processing in response to instrumental music training (Gardiner, Fox, &…”
Revisiting the association between music lessons and intelligence: Training effects or music aptitude? ☆ (2017, methodology): “The effect size wasmodest but similar in magnitude to others that have been observed previously in samples from the same population who were administered different tests of intelligence (r = 0.24 in Schellenberg, 2006, r = 0.32 in Schellenberg, 2011b; r = 0.26 in Corrigall et al., 2013).”
Music and Cognitive Abilities (2005, background): “My finding of broad intellectual benefits of music lessons is also consistent with the literature as a whole ( Schellenberg, in press ), which includes reports of positive associations between music lessons and reading, mathematical, verbal, and spatial abilities.”
Working memory and musical competence of musicians and non-musicians (2013, background): “Additionally, other studies have found significant correlations between musical training and forward digit span (Anvari, Trainor, Woodside, & Levy, 2002; Schellenberg, 2006), although in children.”
Singing One's Way to Self-Regulation: The Role of Early Music and Movement Curricula and Private Speech (2011, background): “…2000; Rauscher et al., 1997); reading and phonological processing (Anvari, Trainor, Woodside, & Levy, 2002; Hurwitz, Wolff, Bortnick, & Kokas, 1975); selective attention (Hurwitz et al., 1975); math (Cheek & Smith, 1999); and even general intelligence (Costa-Giomi, 1999; Schellenberg, 2004, 2006b).”
When the music's over. Does music skill transfer to children's and young adolescents' cognitive and academic skills? A meta-analysis (2017, background): “Moreover, Schellenberg (2006) reported a positive correlation between duration of the music training and IQ in children and undergraduate students.”
Associations Between Length of Music Training and Reading Skills in Children (2011, background): “Our results are broadly in line with those of Schellenberg (2006), who found that in children, length of music training predicted academic achievement as measured both by a standardized academic achievement test as well as by children’s average letter grade in school, even after controlling for…”
The Musicality of Non-Musicians: An Index for Assessing Musical Sophistication in the General Population (2014, result): “This common factor could be general cognitive ability or intelligence, which has been shown to correlate with musical training and academic achievements in a number of previous studies [130], [145].”
The effect of piano lessons on the vocabulary and verbal sequencing skills of primary grade students (2009, unknown): “…& Feil, 1985; Helmhold, Rammsayer, & Altenmüller, 2005; Hetland, 2000a, 2000b; Ho, Cheung, & Chan, 2003; Hurwitz, Wolff, Bortnick, & Kokas, 1975; Rauscher & Shaw, 1998; Rauscher, Shaw, & Ky, 1993, 1995; Rauscher & Zupan, 2000; Schellenberg, 2003, 2004, 2005, 2006; Standley & Hughes, 1997).”
A population-level analysis of associations between school music participation and academic achievement. (2020, background): “Some evidence has suggested a dose-response pattern of associations between duration of music training (e.g., number of music lessons accumulated) and higher cognitive outcomes (general IQ: Schellenberg, 2006) and higher academic achievement outcomes (Rodrigues, Loureiro, & Caramelli, 2013).”
Music lessons, pitch processing, and g (2010, background): “Nonetheless, most previous findings of associations between music lessons and intellectual abilities in adulthood come from samples of undergraduates (for reviews see Schellenberg, 2005, 2006a) and it was precisely these findings that we sought to explain.”