Musical Training, Bilingualism, and Executive Function: A Closer Look at Task Switching and Dual-Task Performance

Autor/inn/en	Moradzadeh, Linda; Blumenthal, Galit; Wiseheart, Melody
Titel	Musical Training, Bilingualism, and Executive Function: A Closer Look at Task Switching and Dual-Task Performance
Quelle	In: Cognitive Science, 39 (2015) 5, S.992-1020 (29 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0364-0213
DOI	10.1111/cogs.12183
Schlagwörter	Music Education; Bilingualism; Executive Function; Musicians; Transfer of Training; Monolingualism; Comparative Analysis + Suchen Sie Ihr Suchwort? Musikerziehung; Bilingualismus; Musiker; Training; Transfer; Ausbildung
Abstract	This study investigated whether musical training and bilingualism are associated with enhancements in specific components of executive function, namely, task switching and dual-task performance. Participants (n = 153) belonging to one of four groups (monolingual musician, bilingual musician, bilingual non-musician, or monolingual non-musician) were matched on age and socioeconomic status and administered task switching and dual-task paradigms. Results demonstrated reduced global and local switch costs in musicians compared with non-musicians, suggesting that musical training can contribute to increased efficiency in the ability to shift flexibly between mental sets. On dual-task performance, musicians also outperformed non-musicians. There was neither a cognitive advantage for bilinguals relative to monolinguals, nor an interaction between music and language to suggest additive effects of both types of experience. These findings demonstrate that long-term musical training is associated with improvements in task switching and dual-task performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01