Differences in Mental Abilities between Musicians and Non-Musicians

By Susanne Brandler, Thomas Rammsayer. 2003

182 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Experimental and Cognitive Psychology, Music

View Paper: https://www.semanticscholar.org/paper/ce2c1d4ec1a357dc6252daad7aa1ee1d34212909

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. Swathi Swaminathan
2. Safia Khalil
3. Sylvain Moreno
4. E. G. Schellenberg
5. Tyler K. Perrachione
6. Patrick C. M. Wong
7. Mads Hansen
8. Peter Vuust

In Experimental and Cognitive Psychology

1. Swathi Swaminathan
2. Patrick C. M. Wong
3. Tyler K. Perrachione
4. Mads Hansen
5. E. G. Schellenberg
6. Peter Vuust
7. Sylvain Moreno
8. Mikkel Wallentin

In Music

1. E. G. Schellenberg
2. Mads Hansen
3. Peter Vuust
4. Sylvain Moreno
5. Mikkel Wallentin
6. Safia Khalil
7. Swathi Swaminathan

Citations in the corpus

• Revisiting the association between music lessons and intelligence: Training effects or music aptitude? ☆ (2017, background): “…music, professional musicians) are compared to other groups with a similar amount of formal education in a field other than music (e.g., graduate students in psychology, law, or physics; Brandler & Rammsayer, 2003; Helmbold, Rammsayer, & Altenmüller, 2005; Rammsayer, Buttkus, & Altenmüller, 2012).”
• Working memory and musical competence of musicians and non-musicians (2013, methodology): “Brandler and Rammsayer (2003) and Helmbold et al. (2005) found no significant differences between musicians and non-musicians on a test of spatial memory. The current study is a replication and expansion of the study by Wallentin et al. (2010a) who administered the Musical Ear Test (MET; a forced-ch”
• Learning pitch patterns in lexical identification by native English-speaking adults (2007, background): “These neuroanatomic and neurophysiologic differences, especially those around the auditory cortex, have been implicated in explaining why musicians have better verbal memory ( Brandler & Rammsayer, 2003; Chan, Ho, & Cheung, 1998).”
• Music lessons, pitch processing, and g (2010, background): “Rather, the trained group may have been more like ‘real’ musicians, who show no general intellectual advantage over musically untrained participants ( Brandler & Rammsayer, 2003; Helmbold et al., 2005).”
• Long-Term Positive Associations between Music Lessons and IQ. (2006, unknown): “Previous correlational (Bilhartz et al., 2000; Brandler & Rammsayer, 2003; Brochard et al., 2004; Butzlaff, 2000; Chan et al., 1998; Cheek & Smith, 1999; Gromko & Poorman, 1998; Hetland, 2000; Ho et al., 2003; Hurwitz et al., 1975; Jakobson et al., 2003; Orsmond & Miller, 1999; Vaughn, 2000) and…”