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.

Financial support was provided by the Fundação para a Ciência e a Tecnologia (FCT; Scientific Employment Stimulus grant awarded to E.G.S.; grant PTDC/PSI-GER/28274/2017 awarded to C.F.L.).

Music,Training,Cognition,Personality,Transfer,Plasticity

• Psychology - Social Sciences