And some of the results are clear:
Musicians have distinctively different brains.
For instance, if you examine the brain of a keyboard player, you’ll find that the region of the brain that controls finger movements is enlarged (Pascual-Leone 2001).
Moreover, brain scans of 9- to 11-year old children have revealed that those kids who play musical instruments have significantly more grey matter volume in both the sensorimotor cortex and the occipital lobes (Schlaug et al 2005).
In fact, musicians have significantly more grey matter in several brain regions (Schlaug et al 2005), and the effects of music lessons seem to increase with the intensity of training.
One study compared professional keyboard players with amateurs. Although both groups had music training, the professionals practiced twice as much. The professionals also had significantly more grey matter volume in a number of brain regions (Gaser and Schlaug 2003).
In the genes?
It's not simply a case of genetics—-i.e., that people with more grey matter volume are more likely to become musicians. Research suggests that the brains of non-musicians change in response to musical training.
In one study, non-musicians were assigned to perform a 5-finger exercise on the piano for two hours a day. Within five days, subjects showed evidence of re-wiring. The size of the area associated with finger movements had become larger and more active (Pascual-Leone 2001)
So it's reasonable to think that the brain grows in response to music training. Does these brain differences reflect differences in intelligence?
Maybe so.
In the study of 9 to 11-year olds, musicians performed better on several tests than did their non-musical peers. They scored significantly higher on tests of vocabulary and finger tapping. They also exhibited a strong, but statistically non-significant, trend towards better spatial and math skills (Schlaug et al 2005).
And other studies reveal a variety of notable--and statistically significant --differences in test scores between musicians and non-musicians.
Music and intelligence:
Musicians perform better on cognitive tasks
People with music training often outperform their non-musical peers on cognitive tasks (Schellenberg 2006).
For instance, a study of 4 to 6-year olds found that musically-trained kids performed better on a test of working memory (Fujioka et al 2006).
Other research indicates that musicians perform significantly better on tests of
• Spatial-temporal skills
• Math ability
• Reading skills
• Vocabulary
• Verbal memory
• Phonemic awareness
(For reviews, see Schellenberg 2006 and Patel and Iverson 2007).
Musically-trained people perform better on general intelligence tests.
In a cross-sectional study of Canadian school children, E. Glenn Schellenberg (2006) found that kids who took music lessons had slightly higher IQs. The effects were general, cutting across several different intellectual abilities (e.g., verbal, mathematical, and temporal-spatial). Music lessons were associated with abilities associated with fluid intelligence, such as
• Working memory
• Perceptual organization
• Processing speed
They were also associated with increased verbal comprehension and better high school grades.
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