Exposure to music and cognitive performance: tests of children and adults

By E. G. Schellenberg, T. Nakata, Patrick G. Hunter, Sachiko Tamoto. 2007

301 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/074dbb797ecf31c1cfdb3efa99d789e9857589e0

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

1. E. G. Schellenberg
2. Patrick G. Hunter
3. U. Schimmack
4. Hi Jee Kang
5. Victoria Williamson
6. Marjolein D. van der Zwaag
7. Joyce H. D. M. Westerink
8. Isabelle Peretz

In Developmental and Educational Psychology

1. E. G. Schellenberg
2. Isabelle Peretz
3. Patrick G. Hunter
4. J. Hulstijn

In Education

1. Hi Jee Kang
2. Victoria Williamson
3. E. G. Schellenberg
4. Patrick G. Hunter
5. Safia Khalil
6. Swathi Swaminathan

Citations in the corpus

• Melodies that Help: The Relation between Language Aptitude and Musical Intelligence (2011, background): “Apart from this, they help in memorisation of language (Schellenberg et al., 2007).”
• Music listening enhances cognitive recovery and mood after middle cerebral artery stroke. (2008, background): “Recent cognitive and neuropsychological studies suggest that it may also enhance a variety of cognitive functions, such as attention, learning, communication and memory, both in healthy subjects (Wallace, 1994; Thompson et al., 2001; Thompson et al., 2005; Schellenberg et al., 2007) and in clinical ”
• Mixed affective responses to music with conflicting cues (2008, background): “Even 5- and 6-year-old children identify (Dalla Bella, Peretz, Rousseau, & Gosselin, 2001) and respond (Schellenberg et al., 2007) to happy and sad sounding music in a manner similar to adults.”
• Emotional and psychophysiological responses to tempo, mode, and percussiveness (2011, background): “In broad terms, music is thought to evoke emotions via its structural properties (e.g., tempo) or people’s associations with music (Juslin & Sloboda, 2010).”
• Background music can aid second language learning (2014, background): “…et al., 2012); however, the presence of low complex music (non-verbal; stable tonality; minimal changes in tempo and amplitude) has been associated with improvements in task performance (Furnham & Alas, 1999; Jones et al., 2006; Schellenberg, 2005; Schellenberg et al., 2007; Thompson et al., 2001).”