Can Musical Engagement Alleviate Age-Related Decline in Inhibitory Control?

The purpose of our study was to determine whether active musical engagement alleviates decline in inhibitory control due to cognitive aging. Given that musical training in young adults has been shown to improve attentional performance, we can expect this benefit to persist for older adults as well. With the help of the stop-signal procedure, we measured response inhibition of young and older adults who provided a self-reported assessment of their musical engagement, using the recently validated Goldsmiths Musical Sophistication Index. The Gold-MSI addresses a variety of musical activities and thus offers a more comprehensive measure than the ability to play a musical instrument used in the past. Results of the experiment showed that older participants had longer stop-signal reaction times, independently of their musical training and engagement, but musical training and ensemble practice were negatively related to the proportion of missed responses suggesting a weak effect of certain types of musical activities on inhibitory control.

[1]  J. F. Soechting,et al.  Role of auditory feedback in the control of successive keystrokes during piano playing , 2010, Experimental Brain Research.

[2]  J. Taekman Faculty Opinions recommendation of Toward a science of exceptional achievement: attaining superior performance through deliberate practice. , 2010 .

[3]  G. Schlaug,et al.  Practicing a Musical Instrument in Childhood is Associated with Enhanced Verbal Ability and Nonverbal Reasoning , 2008, PloS one.

[4]  Susan M. Barnett,et al.  When and where do we apply what we learn? A taxonomy for far transfer. , 2002, Psychological bulletin.

[5]  G. Logan,et al.  Response inhibition in the stop-signal paradigm , 2008, Trends in Cognitive Sciences.

[6]  E. Schellenberg,et al.  Music Training, Cognition, and Personality , 2013, Front. Psychol..

[7]  M. Wolf,et al.  Links between early rhythm skills, musical training, and phonological awareness , 2013 .

[8]  Kathryn Vaughn,et al.  Music and Mathematics: Modest Support for the Oft-Claimed Relationship. , 2000 .

[9]  F. Farzan,et al.  Music training and inhibitory control: a multidimensional model , 2015, Annals of the New York Academy of Sciences.

[10]  G. Logan,et al.  Development of inhibitory control across the life span. , 1999, Developmental psychology.

[11]  K. A. Ericsson,et al.  Toward a Science of Exceptional Achievement , 2009, Annals of the New York Academy of Sciences.

[12]  M. Cheung,et al.  Music training improves verbal memory , 1998, Nature.

[13]  G. Bidelman,et al.  Examining neural plasticity and cognitive benefit through the unique lens of musical training , 2014, Hearing Research.

[14]  M. Ahissar,et al.  Spatial vision is superior in musicians when memory plays a role. , 2014, Journal of vision.

[15]  Lynn Hasher,et al.  Working Memory, Comprehension, and Aging: A Review and a New View , 1988 .

[16]  M. J. Emerson,et al.  The Unity and Diversity of Executive Functions and Their Contributions to Complex “Frontal Lobe” Tasks: A Latent Variable Analysis , 2000, Cognitive Psychology.

[17]  Robert J Zatorre,et al.  Expert music performance: cognitive, neural, and developmental bases. , 2015, Progress in brain research.

[18]  F. Dick,et al.  Generality and specificity in the effects of musical expertise on perception and cognition , 2015, Cognition.

[19]  William J. Tays,et al.  Inhibitory Control in Bilinguals and Musicians: Event Related Potential (ERP) Evidence for Experience-Specific Effects , 2014, PloS one.

[20]  David L. Strayer,et al.  Aging and inhibition: beyond a unitary view of inhibitory processing in attention. , 1994, Psychology and aging.

[21]  P. Caramelli,et al.  Long-term musical training may improve different forms of visual attention ability , 2013, Brain and Cognition.

[22]  Naomi Zigmond,et al.  Can You Hear Me Now? , 2009 .

[23]  E. Brattico,et al.  Cognitive Control in Auditory Working Memory Is Enhanced in Musicians , 2010, PloS one.

[24]  E. Schellenberg,et al.  Music Lessons Enhance IQ , 2004, Psychological science.

[25]  Katarina Leskovar Executive functions and attention deficit hyperactivity disorder , 2014 .

[26]  Anand A. Joshi,et al.  An equal start: absence of group differences in cognitive, social, and neural measures prior to music or sports training in children , 2014, Front. Hum. Neurosci..

[27]  G. Logan,et al.  Proactive adjustments of response strategies in the stop-signal paradigm. , 2009, Journal of experimental psychology. Human perception and performance.

[28]  L. Weyandt Executive Functions and Attention Deficit Hyperactivity Disorder , 2009 .

[29]  N. Kraus,et al.  Musical Experience Limits the Degradative Effects of Background Noise on the Neural Processing of Sound , 2009, The Journal of Neuroscience.

[30]  Frederick Verbruggen,et al.  STOP-IT: Windows executable software for the stop-signal paradigm , 2008, Behavior research methods.

[31]  D. B. Becker,et al.  Can you hear me now? , 2013, Journal of the Massachusetts Dental Society.

[32]  E. Bialystok,et al.  Musical expertise, bilingualism, and executive functioning. , 2009, Journal of experimental psychology. Human perception and performance.

[33]  K. Miller Executive functions. , 2005, Pediatric annals.

[34]  Bruno Gingras,et al.  Goldsmiths Musical Sophistication Index , 2016 .

[35]  G. Logan,et al.  The Development of Selective Inhibitory Control Across the Life Span , 2002, Developmental neuropsychology.

[36]  Jessica A. Grahn,et al.  Putting brain training to the test , 2010, Nature.

[37]  G. Logan,et al.  Models of response inhibition in the stop-signal and stop-change paradigms , 2009, Neuroscience & Biobehavioral Reviews.