Beruflich Dokumente
Kultur Dokumente
Music
Psychology
Rachel
Tan
(635953)
Music
Makes
You
Smarter
Part
One
My
parents
set
me
up
with
music
lessons
very
early
on
in
my
life.
As
is
the
norm
in
Asian
communities,
especially
in
Malaysia,
my
parents
had
me
taking
piano
lessons
on
a
weekly
basis
at
the
age
of
four
years
old.
They
were
firm
believers
that
learning
a
music
instrument
would
improve
my
intelligence
and
give
me
the
upper
hand
in
my
future
endeavors.
Thus
my
decade
long
of
musical
lessons
began.
From
as
early
as
I
could
remember,
my
parents
had
to
force
me
to
attend
my
music
lessons.
I
clearly
remember
on
my
eighth
birthday,
my
mother
and
music
teacher
had
to
essentially
force
me
out
of
the
car
to
attend
my
lesson.
By
then
I
had
started
to
despise
going
to
these
strict
lessons,
under
which
I
was
compelled
to
hammer
out
scales,
chord
progressions
and
exam
pieces
just
so
that
I
could
tackle
one
piano
exam
after
another.
Basically
these
lessons
were
not
treated
as
a
form
of
enjoyment
or
an
outlet
for
expression,
but
rather
stepping
stones
to
reach
the
ultimate
goal
of
completing
all
8
grades
of
piano.
My
parents
viewed
this
success
as
an
indicator
of
ones
intellect,
i.e.
if
I
managed
to
pass
all
8
ABRSM
piano
exams,
I
am
that
much
smarter
of
a
person.
It
is
this
notion
that
music
makes
you
smarter
that
I
will
discuss.
Why
do
parents,
educators
and
researchers
all
tout
the
importance
and
benefits
associated
with
music
education?
I
have
no
doubt
that
the
countless
hours
spent
practicing,
learning
and
performing
impacted
and
changed
me
in
a
multitude
of
ways.
However,
it
is
arguable
whether
the
changes
were
positive
or
negative.
The
years
of
piano
playing
not
only
built
my
resentment
towards
my
parents
from
the
pressure
they
were
placing
on
me,
but
also
fostered
feelings
of
stress
and
anxiety
from
the
fear
of
underachieving.
Nevertheless,
saying
that,
I
am
not
against
music
education
for
young
children,
as
I
do
believe
that
under
the
correct
circumstances
and
with
the
appropriate
delivery
method,
the
outcome
can
be
positive.
Part
Two
The
empirical
evidence
relating
to
improving
ones
brain
through
music
education
is
extensive
and
cogent,
with
many
researchers
emphasizing
its
powerful
educative
effects
on
the
personal,
social
and
academic
development
of
children.
Research
into
the
specific
effects
of
music
education
has
revealed
that
secondary
school
students
involved
in
instrumental
music
training
displayed
considerably
higher
levels
of
mathematics
competency
and
superior
verbal
memory
(Catterall
et
al.,
1999;
Ho,
Cheung
&
Chan,
2003,
as
cited
in
Gill
&
Rickard,
2012).
Expanding
on
this
topic,
Morrison
(1994)
and
Wallick
(1998,
as
cited
in
Vitale,
2011)
also
reported
that
when
comparing
music
students
to
non-music
students,
on
average,
music
students
received
higher
grades
in
Mathematics,
English,
History
and
Science,
and
generally
expected
better
academic
recognition.
Similarly,
research
also
linked
consistent
music
exposure
to
enhanced
pre-reading
and
writing
skills
as
well
as
improved
memory
in
primary
and
pre-school
level
children
(Cheek
&
Smith,
1999;
Fujioka
et
al.,
2006,
cited
in
Gill
&
Rickard,
2012).
Research
by
Morton
(1990,
cited
in
Gill
&
Rickard,
2012)
also
corroborated
that
short
periods
of
passive
exposure
to
music
can
also
enhance
memory
in
children
and
adolescents.
Furthermore,
in
two
comprehensive
studies
conducted
by
Schellenberg
(2004,
2006,
cited
in
Deg,
Kubicek
&
Schwarzer,
2015),
it
was
revealed
that
music
lessons
not
only
increased
intelligence,
but
also
left
a
long-term
imprint
on
the
brain
by
altering
its
anatomy
and
functioning.
Supporting
research
from
Skoe
and
Kraus
(2012)
showed
that
need
to
be
justified
in
terms
of
improving
your
language
skills
or
your
IQ
you
should
justify
music
just
for
those
reasons
in
that
it
makes
you
a
deeper
person
that
has
a
richer
array
of
experiences.
I
would
like
to
think
that
my
music
learning
experience
wouldve
been
less
miserable
and
more
pleasurable
had
it
not
been
completely
shrouded
by
my
parents
conviction
that
music
makes
you
smarter.
Moreover,
I
question
the
actual
impact
of
music
education
on
my
intelligence
and
the
influence
it
had
on
my
academic
performance.
I
have
always
been
a
fairly
mediocre
student
with
particularly
poor
mathematical
skills.
As
such,
I
would
like
to
explore
literature
that
questions
the
music
makes
you
smarter
notion.
As
stated
by
Demorest
&
Morrison
(2000),
we
cannot
conclude
that
music
has
a
direct
impact
on
the
intellectual
abilities
of
students,
however
we
can
conclude
that
there
are
specific
characteristics
attributed
to
music
students
which
promote
them
to
prosper
academically
(p.
33).
Although
music
lessons
could
result
in
intellectual
benefits,
it
is
also
likely
that
the
children
participating
in
music
lessons
are
inherently
more
intelligent
than
those
who
do
not
take
lessons
or
persist
in
their
training.
Cutietta
(2001,
cited
in
Vitale,
2011)
contends
that
students
who
perform
better
in
their
studies
are
more
willing
to
undertake
music
training
based
on
the
high-levels
of
determination
and
willpower
required
to
musically
perform.
In
other
words,
the
correlation
between
music
education
and
intelligence
is
essentially
incidental.
In
an
experimental
study
conducted
by
Schellenberg
(2004,
cited
in
Deg,
Kubicek
&
Schwarzer,
2015)
investigating
into
the
association
between
music
training
and
IQ,
it
was
revealed
that
music
lessons
caused
modest
improvements
in
the
childs
overall
intelligence.
However,
there
are
flaws
in
this
study.
Despite
the
studys
experimental
design
allowing
room
for
assumptions
of
causation,
it
was
not
carried
out
under
naturalistic
conditions
(Deg,
Kubicek
&
Schwarzer,
2015).
Firstly,
it
is
very
difficult
to
study
the
long-term
effects
of
music
lessons
using
an
experimental
design
because
these
participating
children
cannot
be
coerced
into
taking
lessons
over
an
extended
period
(Deg,
Kubicek
&
Schwarzer,
2015).
Moreover,
longer
experimental
studies
are
likely
to
produce
results
that
are
difficult
to
infer
from
due
to
concerns
on
attrition
and
internal
validity
(Schellenberg,
2006).
Secondly,
because
the
parents
of
the
participants
did
not
have
to
contribute
financially
in
terms
of
their
childrens
music
lessons,
they
were
less
motivated
to
encourage
practicing
(Schellenberg,
2004,
cited
in
Deg,
Kubicek
&
Schwarzer,
2015).
This
is
a
particular
important
factor
to
note
because
studies
have
shown
that
parental
support
plays
a
significant
role
in
cultivating
positive
outcomes
(Epstein,
1992;
Jeynes
2007,
cited
in
Ho,
2009).
My
parents
were
very
critical
and
demanding
throughout
my
whole
music
learning
phase.
According
to
Vygotskys
theory,
it
is
crucial
that
there
is
a
suitable
adult
present
to
facilitate
children
in
accomplishing
challenging
tasks
(Berk
&
winsler,
1995;
Vgotsky,
1930/1978,
cited
in
Youm,
2013).
I
definitely
agree
with
this
theory
because
if
it
werent
for
my
parents
determination
and
insistence
in
pushing
me
through
this
whole
process,
I
wouldve
given
up
easily.
Nevertheless,
I
am
still
adamant
on
the
fact
that
children
are
in
a
particularly
vulnerable
stage
in
their
lives
and
thus,
can
easily
be
manipulated
into
undertaking
activities
that
they
might
not
be
interested
in.
It
is
important
that
parents
know
when
to
yield
and
reassure
instead
of
pressuring
their
child
into
participating
in
music
lessons.
Moreover,
because
of
the
undeniably
complex
nature
of
the
relationship
between
music
education
and
intelligence,
parents
and
the
general
population
should
hence
eliminate
the
narrow-minded
mentality
that
music
makes
you
smarter.
As
asserted
by
Cutietta
(2001,
cited
in
Vitale,
2011),
I
think
the
safest
conclusion
from
the
research
is
that
any
nonmusical
benefits
from
studying
music
are
probably
secondary
and
small.
Learning
just
about
anything
has
some
spin-offs
(p.12).
Music
at
its
core
is
a
ubiquitous
entity
fundamental
to
the
human
experience.
Part
Three
Although
the
research
from
part
two
clarified
some
skepticism
on
the
notion
music
makes
you
smarter,
future
research
is
still
necessary
to
extend
our
understanding
on
this
topic.
Whilst
investigations
by
Deg,
Kubicek
and
Schwarzer
(2015)
partly
explains
how
improved
performance
on
intelligence
can
be
attributed
to
the
positive
influence
music
lessons
have
on
executive
functions,
it
is
still
unclear
whether
this
association
is
direct
or
mediated
by
a
third
variable.
In
terms
of
the
relationship
between
music
lessons
and
nonmusical
skills,
are
such
associations
both
systematic
(i.e.,
evident
across
individuals)
and
music
specific
(i.e.,
different
from
associations
with
other
out-of-school
activities)?
Are
the
observed
associations
sufficiently
large
enough
to
warrant
practical
significance?
Moreover,
whilst
researchers
have
tried
to
maintain
as
many
similar
attributes
between
participants
in
their
experiments,
such
as
age
and
socioeconomic
backgrounds,
there
are
still
many
important
variables
that
need
to
be
taken
into
account.
For
example,
factors
such
as
(1)
the
cultural
background
of
the
child,
(2)
the
level
of
parental
involvement,
and
(3)
the
magnitude
of
interest
from
the
participants
in
music
learning,
are
all
very
important.
Will
the
cultural
background
of
the
child
impact
on
the
association
music
education
have
on
intelligence?
Could
their
practices
and
beliefs
affect
the
way
they
perceive
music
education
and
thus
the
sub
sequential
influence
music
has
on
their
mind?
Will
results
differ
between
children
who
have
supportive
parents
and
those
who
dont?
Will
there
be
a
difference
in
the
impact
of
music
education
on
academic
performance
between
children
who
are
relatively
unengaged
and
uninterested
in
music,
versus
children
who
are
highly
motivated
and
passionate
about
music?
This
investigation
of
course
must
ensure
that
the
amount
of
practicing
and
learning
undertaken
by
the
children
must
be
maintained
at
equal
levels.
Reference
Deg,
F.,
Kubicek,
C.,
&
Schwarzer,
G.
(2011).
Music
Lessons
and
Intelligence:
A
Relation
Mediated
by
Executive
Functions.
Music
Perception:
An
Interdisciplinary
Journal,
29(2),
195-201.
Demorest,
S.
M.,
&
Morrison,
S.
J.
(2000).
Does
Music
make
You
Smarter?
Music
educators
Journal,
87(2),
33-58
Gill,
A.,
&
Rickard,
N.
(2012).
Non-Musical
Benefits
of
School-Based
Music
Education
and
Training.
In
Rickard
&
McFerran
(Eds)
Lifelong
Engagement
with
Music,
59-74,
New
York:
Nova
Science
Publishers
Schellenberg,
E.
(2006).
Long-term
positive
associations
between
music
lessons
and
IQ.
Journal
Of
Educational
Psychology,
98(2),
457-468.
Schellenberg,
G.
(2013).
Music
and
mind:
Can
Mozart
really
sharpen
your
neural
connections?
[Audio
Podcast].
Melbourne
University.
Retrieved
from
http://upclose.unimelb.edu.au/episode/277-music-and-mind-can-mozart-really-
sharpen-your-neural-connections
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E.,
&
Kraus,
N.
(2012).
A
Little
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a
Long
Way:
How
the
Adult
Brain
Is
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H.
K.
(2013).
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Knowledge,
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Music
Education
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Their
Young
Children
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South
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Journal
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in
Music