Exportar Publicação

A publicação pode ser exportada nos seguintes formatos: referência da APA (American Psychological Association), referência do IEEE (Institute of Electrical and Electronics Engineers), BibTeX e RIS.

Exportar Referência (APA) 
Schellenberg, E. & Lima, C. F. (2024). Music training and nonmusical abilities. Annual Review of Psychology. 75, 87-128
Exportar Referência (IEEE) 
E. G. Schellenberg and A. C. Lima,  "Music training and nonmusical abilities", in Annu. Review of Psychology, vol. 75, pp. 87-128, 2024
Exportar BibTeX 
@article{schellenberg2024_1721855552977,
	author = "Schellenberg, E. and Lima, C. F.",
	title = "Music training and nonmusical abilities",
	journal = "Annual Review of Psychology",
	year = "2024",
	volume = "75",
	number = "",
	doi = "10.1146/annurev-psych-032323-051354",
	pages = "87-128",
	url = "https://www.annualreviews.org/journal/psych"
}
Exportar RIS 
TY  - JOUR
TI  - Music training and nonmusical abilities
T2  - Annual Review of Psychology
VL  - 75
AU  - Schellenberg, E.
AU  - Lima, C. F.
PY  - 2024
SP  - 87-128
SN  - 1545-2085
DO  - 10.1146/annurev-psych-032323-051354
UR  - https://www.annualreviews.org/journal/psych
AB  - Music training is generally assumed to improve perceptual and cognitive abilities. Although correlational data highlight positive associations, experi- mental results are inconclusive, raising questions about causality. Does music training have far-transfer effects, or do preexisting factors determine who takes music lessons? All behavior reflects genetic and environmental in- fluences, but differences in emphasis—nature versus nurture—have been a source of tension throughout the history of psychology. After reviewing the recent literature, we conclude that the evidence that music training causes nonmusical benefits is weak or nonexistent, and that researchers routinely overemphasize contributions from experience while neglecting those from nature. The literature is also largely exploratory rather than theory driven. It fails to explain mechanistically how music-training effects could occur and ignores evidence that far transfer is rare. Instead of focusing on elusive per- ceptual or cognitive benefits, we argue that it is more fruitful to examine the social-emotional effects of engaging with music, particularly in groups, and that music-based interventions may be effective mainly for clinical or atypical populations.
ER  -