Music Lessons Enhance IQ

By G. Schellenberg. Psychology Science, 2004

943 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/8097167506af8332de94354147ddc1e82a514561

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In Education

In Experimental and Cognitive Psychology

Citations in the corpus

The Cognitive and Academic Benefits of Music to Children: Facts and fiction (2006, background): “The possibility that music instruction has far transfer effects to domains not specifically taught, such as general IQ (Schellenberg, 2004), is fascinating.”
Improving Methodological Standards in Behavioral Interventions for Cognitive Enhancement (2019, background): “…interventions involving physical exercise and/or aerobic activity (Hillman et al. 2008; Voss et al. 2010), mindfulness meditation (Prakash et al. 2014; Tang et al. 2007), video games (Colzato et al. 2014; Green and Bavelier 2012; Strobach et al. 2012), or musical interventions (Schellenberg 2004).”
Revisiting the association between music lessons and intelligence: Training effects or music aptitude? ☆ (2017, background): “For example, when Canadian 6-year-olds were assigned randomly to 1 year of music lessons (keyboard or vocal) or to control conditions (drama lessons or no lessons; Schellenberg, 2004), pre- to post-test improvements in IQ were larger for the music groups than for the control groups.”
The effect of piano lessons on the vocabulary and verbal sequencing skills of primary grade students (2009, neutral): “…& 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).”
Higher education music students’ perceptions of the benefits of participative music making (2007, result): “, 1996) and there is evidence that there are increases in children’s Intelligence Quotient when they engage in practical music making (Schellenberg, 2004), although not all of the evidence supports these findings (Hurwitz et al .”
High School Music Ensemble Students in the United States (2011, background): “Advocates for music education have purported that the study of music can provide tremendous benefits, ranging from making children smarter (Schellenberg, 2004) to Journal of Research in Music Education 59(2) 128 –145 © 2011 MENC: The National Association for Music Education Reprints and permission: ”
Musician Children Detect Pitch Violations in Both Music and Language Better than Nonmusician Children: Behavioral and Electrophysiological Approaches (2006, background): “…al., 1997), visuospatial abilities (Brochard, Dufour, & Desprès, 2004; Cupchick, Philips, & Hill, 2001; Hetland, 2000), verbal memory (Ho, Cheung, & Chan, 2004; Chan, Ho, & Cheung, 1998), self-esteem (Costa-Giomi, 2004), and very recently for measures of general intelligence (Schellenberg, 2004).”
Music and Cognitive Abilities (2005, methodology): “Mean difference scores on the Wechsler Intelligence Scale for Children-III (WISC-III) outcome measures for groups of children receiving keyboard lessons, vocal lessons, drama lessons, or no lessons (Schellenberg, 2004).”
Exercising Your Brain: A Review of Human Brain Plasticity and Training-Induced Learning (2008, neutral): “In the music domain for instance, Schellenberg (2004) assessed the effect of music lessons on IQ.”
Multiple Intelligences, the Mozart Effect, and Emotional Intelligence: A Critical Review (2006, background): “The ME, too, has been argued to be a means to reduce differences in school functioning (Gavin, 2000; Hetland, 2000; Schellenberg, 2004).”
Music lessons, pitch processing, and g (2010, background): “For example, when six-year-olds are assigned randomly to a year of music lessons (keyboard or vocal) or to control conditions (drama or no lessons), the music groups show larger increases in full-scale IQ (FSIQ) over the course of first grade ( Schellenberg, 2004 ).”
Musical Training Shapes Structural Brain Development (2009, neutral): “Contrary to previous findings, however (Chan et al., 1998; Vaughn, 2000; Ho et al., 2003; Schellenberg, 2004; Rauscher et al., 1997, 2000), children who studied an instrument for 15 months did not show superior progress in visual–spatial and verbal transfer domain outcomes than children who did not…”
Short-Term Music Training Enhances Verbal Intelligence and Executive Function (2011, background): “Nonetheless, successful skill transfer has been observed for music training (Schellenberg, 2004).”