There are more and more brain training companies popping up which promise the same deal: improved intelligence. While there are doubts about their results, another sort of brain training has existed since the beginning of humanity: music. The evidence for its effectiveness is surprisingly strong.
Over the years, researchers have noticed that people who have taken music lessons are better on a wide range of seemingly unconnected tasks. Just look at this impressive list:
Mathematics (across many different tasks; Vaughn, 2000)
Reading (understanding a written text; Corrigall & Trainor, 2011)
Simon task (quickly overcoming an easy, intuitive response in order to do a task right; Bialystok & DePape, 2009)
Digit Span (repeating a long list of random digits; Schellenberg, 2011)
Simple Reaction Time (pressing a button as soon as possible; Hughes & Franz, 2007)
None of these tasks has anything to do with music classes. What is it that makes music lessons correlate with them? It could just be the socio-economic background: the more well-off or well-educated the parents the better the education of their children, including their music education (e.g., Corrigall et al., 2013). However, one can adjust for these differences with statistical tricks and the general picture is that the family background cannot fully explain the advantage musically trained children have on all sorts of tasks (e.g., Corrigall & Trainor, 2011; Schellenberg, 2011). If not family background, then what is underlying the music children advantage?
Another contender is a common factor making some people good on all sorts of seemingly unrelated tasks and other people bad on nearly any task. This factor is called ‘g’ or general intelligence. An indeed, people who have enjoyed a musical education score higher on intelligence tests than people who did not. This has been shown across the globe: North America (Schellenberg, 2011), Europe (Roden et al., 2013), Asia (Ho et al., 2003†). The consistency across age groups is also impressive: 6-11 year olds (Schellenberg, 2006), 9-12 year olds (Schellenberg, 2011), 16-25 year-olds (Schellenberg, 2006). So, what holds these tasks and music education together is general intelligence. But that just opens up the next question: what causes this association between general intelligence and music lessons?
Music lessons cause higher intelligence
The most exciting possibility would be if music lessons actually caused higher intelligence. In order to make such a claim one needs to take a bunch of people and randomly assign them to either music lessons or some comparable activity. This random assignment ensures that any previous differences between music and non-music children will be equally distributed across groups. Random chance assignment at the beginning of the experiment ensures that any group differences at the end must be due to the whether children took music lessons during the experiment or not. Glenn Schellenberg did exactly this experiment with over 100 six-year-olds in Toronto (2004). Over a period of one year the children who learned to play the keyboard or to sing increased their IQ by 7 points. Children who were given drama lessons instead or simply no extra-curricular activity only increased by 4 points (likely because they started school in that year). A similar study which recently came out of Iran by Kaviani and colleagues (2013) replicates this finding. After only three months of group music lessons, the six-year-old music children increased their IQ by five points while children who were not assigned to music lessons only improved by one point. Across studies music lessons boost IQ.
It is worth reiterating how impressive this effect is. It has been found across three different music teaching approaches (standard keyboard lessons, Kodály voice lessons, Orff method). It has been replicated with two different sorts of intelligence tests (Wechsler and Stanford-Binet) as well as most of their subscales. It even came up despite the cultural differences between testing countries (Canada, Iran).
The take-home message couldn’t be any clearer. Music lessons are associated with intelligence not just because clever or well-off people take music lessons. A musical education itself makes you better across many tasks generally and on IQ tests specifically. No other ‘brain training’ has such a strong evidence base. Music is the best brain training we have.
Bialystok E, & Depape AM (2009). Musical expertise, bilingualism, and executive functioning. Journal of experimental psychology. Human perception and performance, 35 (2), 565-74 PMID: 19331508
Corrigall KA, Schellenberg EG, & Misura NM (2013). Music training, cognition, and personality. Frontiers in psychology, 4 PMID: 23641225
Corrigall, KA, & Trainor, LJ (2011). Associations Between Length of Music Training and Reading Skills in Children Music Perception: An Interdisciplinary Journal,, 29 (2), 147-155 DOI: 10.1525/mp.2011.29.2.147
Ho YC, Cheung MC, & Chan AS (2003). Music training improves verbal but not visual memory: cross-sectional and longitudinal explorations in children. Neuropsychology, 17 (3), 439-50 PMID: 12959510
Hughes CM, & Franz EA (2007). Experience-dependent effects in unimanual and bimanual reaction time tasks in musicians. Journal of motor behavior, 39 (1), 3-8 PMID: 17251166
Kaviani H, Mirbaha H, Pournaseh M, & Sagan O (2013). Can music lessons increase the performance of preschool children in IQ tests? Cognitive processing PMID: 23793255
Roden, I, Grube, D, Bongard, S, & Kreutz, G (2013). Does music training enhance working memory performance? Findings from a quasi-experimental longitudinal study Psychology of Music DOI: 10.1177/0305735612471239
Schellenberg EG (2004). Music lessons enhance IQ. Psychological science, 15 (8), 511-4 PMID: 15270994
Schellenberg, EG (2006). Long-Term Positive Associations Between Music Lessons and IQ Journal of Educational Psychology, 98 (2), 457-468 DOI: 10.1037/0022-0618.104.22.1687
Schellenberg EG (2011). Examining the association between music lessons and intelligence. British journal of psychology, 102 (3), 283-302 PMID: 21751987
Vaughn, K (2000). Music and Mathematics: Modest Support for the Oft-Claimed Relationship Journal of Aesthetic Education,, 34 (3/4), 149-166 DOI: 10.2307/3333641
† Effect only marginally significant (0.05<p<0.1)
1) By Franklin D. Roosevelt Presidential Library and Museum [Public domain], via Wikimedia Commons
2) By Johann Heinrich Füssli: Liegende Nackte und Klavierspielerin, via Wikimedia Commons