Correlational but Not Causal Relationship Between Music Skill and Cognitive Ability

Sala, Giovanni, and Fernand Gobet. 2018. “Elvis Has Left the Building: Correlational but Not Causal Relationship Between Music Skill and Cognitive Ability.” PsyArXiv. September 8. doi:10.31234/osf.io/auzr

Abstract: Music training is commonly thought to have a positive impact on overall cognitive skills and academic achievement. This belief relies on the idea that engaging in an intellectually demanding activity helps to foster overall cognitive function. In this brief review, we show that, while music skill positively correlates with cognitive ability, music training does not enhance non-music cognitive skills or academic achievement. Interestingly, no significant effect on cognitive outcomes is observed even when music training leads to changes in the participants’ functional neural patterns. Crucially, the conclusion that music skills acquired by training do not generalize to non-music skills has been reached by several independent research groups via different methodologies. Such converging evidence suggests that the outcomes are highly reliable. The results have major implications. First, implementing music-training programs with the purpose of boosting individuals’ academic achievement or domain-general cognitive skills is not recommendable. Second, neural patterns induced by music training probably denote improvements in music-specific skills rather than overall cognitive function. Third, Thorndike and Woodworth’s (1901) common elements theory and theories based on chunking find further support. To date, far transfer remains a chimera.