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UID:/NewsandEvents/Archives/2006/newsitem/1159/16-
 february-2006-Collloquium-Muziekwetenschap-Glenn-S
 chellenberg
DTSTAMP:20060126T000000
SUMMARY:Collloquium Muziekwetenschap, Glenn Schell
 enberg
ATTENDEE;ROLE=Speaker:Glenn Schellenberg
DTSTART;TZID=Europe/Amsterdam:20060216T153000
DTEND;TZID=Europe/Amsterdam:20060216T000000
LOCATION:Universiteitstheater, Nieuwe Doelenstraat
  16, amsterdam
DESCRIPTION:Music listening and music lessons have
  been claimed to confer intellectual advantages. A
 ny association between music and intellectual func
 tioning would be notable only if the benefits appl
 y reliably to non-musical abilities and if music i
 s unique in producing the effects. The available e
 vidence indicates that music listening leads to en
 hanced performance on a variety of cognitive tests
 , but that such effects are short-term and stem fr
 om the impact of music on arousal level and mood, 
 which, in turn, affect cognitive performance; expe
 riences other than music listening have similar ef
 fects. Music lessons in childhood tell a different
  story. They are associated with small but general
  and long-lasting intellectual benefits that canno
 t be attributed to obvious confounding variables s
 uch as family income and parents' education. Other
  out-of-school activities do not appear to have si
 milar effects. The mechanisms underlying the assoc
 iation between music lessons and intellectual abil
 ities have yet to be determined.    Glenn Schellen
 berg is professor of psychology at the Universitei
 t van Toronto, Canada.    For more information, se
 e http://www.musicology.nl/
X-ALT-DESC;FMTTYPE=text/html:\n      <p>\n        
 Music listening and music lessons have been claime
 d to confer intellectual advantages. Any associati
 on between music and intellectual functioning woul
 d be notable only if the benefits apply reliably t
 o non-musical abilities and if music is unique in 
 producing the effects. The available evidence indi
 cates that music listening leads to enhanced perfo
 rmance on a variety of cognitive tests, but that s
 uch effects are short-term and stem from the impac
 t of music on arousal level and mood, which, in tu
 rn, affect cognitive performance; experiences othe
 r than music listening have similar effects. Music
  lessons in childhood tell a different story. They
  are associated with small but general and long-la
 sting intellectual benefits that cannot be attribu
 ted to obvious confounding variables such as famil
 y income and parents' education. Other out-of-scho
 ol activities do not appear to have similar effect
 s. The mechanisms underlying the association betwe
 en music lessons and intellectual abilities have y
 et to be determined.\n      </p>\n       <p>\n    
     Glenn Schellenberg is professor of psychology 
 at the Universiteit van Toronto, Canada.\n      </
 p>\n    \n      <p>\n        For more information,
  see <a target="_blank" href="http://www.musicolog
 y.nl/">http://www.musicology.nl/</a>\n      </p>\n
     
URL:/NewsandEvents/Archives/2006/newsitem/1159/16-
 february-2006-Collloquium-Muziekwetenschap-Glenn-S
 chellenberg
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