Musical training, bilingualism, and executive function: working memory and inhibitory control

• Published in: Cognitive research: principles and implications Vol. 3; no. 1; p. 11
• Main Authors: D’Souza, Annalise A., Moradzadeh, Linda, Wiseheart, Melody
• Format: Journal Article
• Language: English
• Published: Cham Springer International Publishing 11-04-2018; Springer Nature B.V; SpringerOpen
• Subjects: Behavioral Science and Psychology; Bilingualism; Cognition & reasoning; Cognitive ability; Cognitive Psychology; Executive function; Experimental Psychology; Inhibition; Memory; Music; Musical performances; Musicians & conductors; Neurosciences; Original; Original Article; Psychology; Short term memory; Training; Working memory; Young adults; Training; Executive function; Bilingualism; Inhibition; Working memory; Music
• ISSN: 2365-7464; 2365-7464
• DOI: 10.1186/s41235-018-0095-6

The current study investigated whether long-term experience in music or a second language is associated with enhanced cognitive functioning. Early studies suggested the possibility of a cognitive advantage from musical training and bilingualism but have failed to be replicated by recent findings. Further, each form of expertise has been independently investigated leaving it unclear whether any benefits are specifically caused by each skill or are a result of skill learning in general.
To assess whether cognitive benefits from training exist, and how unique they are to each training domain, the current study compared musicians and bilinguals to each other, plus to individuals who had expertise in both skills, or neither. Young adults (
n
= 153) were categorized into one of four groups: monolingual musician; bilingual musician; bilingual non-musician; and monolingual non-musician. Multiple tasks per cognitive ability were used to examine the coherency of any training effects. Results revealed that musically trained individuals, but not bilinguals, had enhanced working memory. Neither skill had enhanced inhibitory control.
The findings confirm previous associations between musicians and improved cognition and extend existing evidence to show that benefits are narrower than expected but can be uniquely attributed to music compared to another specialized auditory skill domain. The null bilingual effect despite a music effect in the same group of individuals challenges the proposition that young adults are at a performance ceiling and adds to increasing evidence on the lack of a bilingual advantage on cognition.