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Cited by 171Neuroscience and Music PerceptionDiverse Music Education InsightsTactile and Sensory Interactions

Music training alters the course of adolescent auditory development

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Tierney, Adam T., Krizman, Jennifer, Kraus, Nina·2015·Proceedings of the National Academy of Sciences
DOI 10.1073/pnas.1505114112PMC PMC4538630
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Abstract

Significance: We show that in-school music training changes the course of adolescent brain development. Relative to an active control group that shows the expected wane in subcortical response consistency, adolescents undertaking in-school music training maintained heightened neural consistency throughout high school. The music training group also exhibited earlier emergence of the adult cortical response, suggesting that in-school music accelerates neurodevelopment. These changes seem to benefit literacy skills: both groups improved in phonological awareness relative to the general population, but the music training group improved more compared with the active controls. Our results support the notion that the adolescent brain remains receptive to training, underscoring the importance of enrichment during teenage years.

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  • Tierney et al. (2015) report non-significant and inconsistent effects on language-related outcomes between a music training group and an active control group.

    “Tierney et al. (2015) report non-significant and inconsistent effects on language-related outcomes between a music training group and an active control group.”

    From Cognitive and academic benefits of music training with children: A multilevel meta-analysis (2020) · cites this paper as Tierney et al. (2015)

    The Discussion (Fig. 3) reports no significant group-by-time effects for phonological memory or rapid naming. But it reports a significant advantage for the music group in phonological awareness (P = 0.026), so describing the language-related effects collectively as non-significant omits that result. (LLM, conf=0.88)

    Experimental — accuracy not yet measured

  • Tierney et al. (2015) represents very little evidence in favor of a causal link between music training and improved cognitive/academic skills.

    “Despite representing very little evidence in favor of a causal link between music training and improved cognitive/academic skills”

    From Cognitive and academic benefits of music training with children: A multilevel meta-analysis (2020) · cites this paper as Tierney et al. (2015)

    The Behavioral results report greater gains in phonological awareness for the music group, but no group differences in phonological memory or rapid naming. The Discussion calls the behavioral gains small and notes that participants could not be randomly assigned, limiting causal inference. The study therefore supports the characterization of limited evidence for a literacy-related skill, but it did not directly establish improvements in academic skills more broadly. (LLM, conf=0.85)

    Experimental — accuracy not yet measured

  • Tierney et al.'s (2015) study is not experimental because participants were recruited after they had chosen what activity to take part in (self-selection of the sample).

    “However, this study is not experimental because the participants were recruited after they had chosen what activity to take part in (i.e., self-selection of the sample).”

    From Cognitive and academic benefits of music training with children: A multilevel meta-analysis (2020) · cites this paper as Tierney et al. (2015)

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Authors
Tierney, A. T., Krizman, J., & Kraus, N.
Affiliations
Northwestern University (US)
ORCID
Venue
Proceedings of the National Academy of Sciences
Publisher
National Academy of Sciences
Published
2015-07-20
Volume
112
Issue
32
Pages
10062-10067
ISSN
  • 0027-8424 (ISSN-L)
  • 1091-6490
DOI
10.1073/pnas.1505114112
PMC
PMC4538630
OpenAlex
W1948845422
Cited by
171
References
5
Citations by year
2026: 6 · 2025: 5 · 2024: 9 · 2023: 12 · 2022: 29 · 2021: 12 · 2020: 19 · 2019: 33 · 2018: 12 · 2017: 15 · 2016: 16 · 2015: 3
FWCI
8.39
Type
journal article
Language
en
Open access
Licence
www.pnas.org/site/misc/userlicense.xhtml (vor, 184 d)
Locations
  • Proceedings of the National Academy of Sciences (publishedVersion)
  • Europe PMC (PubMed Central) (publishedVersion)
  • PubMed Central (publishedVersion)
  • PubMed (publishedVersion)
  • BIROn (Birkbeck, University of London) (acceptedVersion)
Funders
  • National Science Foundation (SMA1015614)
  • HHS | National Institutes of Health (NIH DC009399)
Topics
  • Life Sciences › Neuroscience › Cognitive Neuroscience › Neuroscience and Music Perception
  • Social Sciences › Arts and Humanities › Music › Diverse Music Education Insights
  • Life Sciences › Neuroscience › Cognitive Neuroscience › Tactile and Sensory Interactions
Keywords
musical training, phonological processing, language skills, neuronal maturation, auditory cortex
MeSH terms
Adolescent, Auditory Cortex, Auditory Perception, Behavior, Demography, Electrodes, Female, Humans, Male, Memory, Music, Phonetics

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