Long-term music instruction is partially associated with the development of socioemotional skills.

This study aims to investigate the development of pitch-matching, rhythmic entrainment, and socioemotional skills in children who received formal music instruction and other non-music based after school programs. Eighty-three children, averaging 6.81 years old at baseline, were enrolled in either a music, sports, or no after-school program and followed over four years.

Unique affective profile of music-evoked nostalgia: An extension and conceptual replication of Barrett et al.'s (2010) study.

Nostalgia is a mixed emotion, often evoked by music. This study sought to conceptually replicate and extend Barrett et al.'s (see record 2010-09991-008) pioneering work exploring music-evoked nostalgia, where the authors identified person- and context-level predictors of the experience of nostalgia in music.

Music-based interventions in community settings: Navigating the tension between rigor and ecological validity.

Empirical research of community-based music interventions has advanced to investigate the individual, social, and educational implications of arts-for-wellbeing practices. Here, we present the motivations, aims, hypotheses, and implications of this complex field of inquiry. We describe examples of recent large-scale investigations to reflect on the major methodological challenges.

Stressalyzer: Convolutional Neural Network Framework for Personalized Stress Classification.

Stress detection and monitoring is an active area of research with important implications for an individual's personal, professional, and social health. Current approaches for stress classification use traditional machine learning algorithms trained on features computed from multiple sensor modalities. These methods are data and computation-intensive, rely on hand-crafted features, and lack reproducibility.

Speech-in-noise perception in musicians and non-musicians: A multi-level meta-analysis.

Speech-in-noise perception, the ability to hear a relevant voice within a noisy background, is important for successful communication. Musicians have been reported to perform better than non-musicians on speech-in-noise tasks. This meta-analysis uses a multi-level design to assess the claim that musicians have superior speech-in-noise abilities compared to non-musicians.

Music and mood regulation during the early stages of the COVID-19 pandemic.

Music listening can be an effective strategy for regulating affect, leading to positive well-being. However, it is unclear how differences in disposition and personality can impact music's affective benefits in response to acute and major real-world stressful events. The COVID-19 pandemic provides a unique opportunity to study how music is used to cope with stress, loss, and unease across the world.

Neurophysiological improvements in speech-in-noise task after short-term choir training in older adults.

Perceiving speech in noise (SIN) is important for health and well-being and decreases with age. Musicians show improved speech-in-noise abilities and reduced age-related auditory decline, yet it is unclear whether short term music engagement has similar effects. In this randomized control trial we used a pre-post design to investigate whether a 12-week music intervention in adults aged 50-65 without prior music training and with subjective hearing loss improves well-being, speech-in-noise abilities, and auditory encoding and voluntary attention as indexed by auditory evoked potentials (AEPs) in a syllable-in-noise task, and later AEPs in an oddball task.

Changes in auditory cortical thickness following music training in children: converging longitudinal and cross-sectional results.

Evidence is accumulating to suggest that music training is associated with structural brain differences in children and in adults. We used magnetic resonance imagining in two studies to investigate neuroanatomical correlates of music training in children. In study 1, we cross-sectionally compared a group of child musician (ages 9-11) matched to non-musicians and found that cortical thickness was greater in child musician in the posterior segment of the right-superior temporal gyrus (STG), an auditory association area that is involved in processing complex auditory stimuli, including pitch.

Dynamic intersubject neural synchronization reflects affective responses to sad music.

Psychological theories of emotion often highlight the dynamic quality of the affective experience, yet neuroimaging studies of affect have traditionally relied on static stimuli that lack ecological validity. Consequently, the brain regions that represent emotions and feelings as they unfold remain unclear. Recently, dynamic, model-free analytical techniques have been employed with naturalistic stimuli to better capture time-varying patterns of activity in the brain; yet, few studies have focused on relating these patterns to changes in subjective feelings.

Effects of Music Training on Inhibitory Control and Associated Neural Networks in School-Aged Children: A Longitudinal Study.

Inhibitory control, the ability to suppress an immediate dominant response, has been shown to predict academic and career success, socioemotional wellbeing, wealth, and physical health. Learning to play a musical instrument engages various sensorimotor processes and draws on cognitive capacities including inhibition and task switching. While music training has been shown to benefit cognitive and language skills, its impact on inhibitory control remains inconclusive.

Echoing the emotions of others: empathy is related to how adults and children map emotion onto the body.

Empathy involves a mapping between the emotions observed in others and those experienced in one's self. However, effective social functioning also requires an ability to differentiate one's own emotional state from that of others. Here, we sought to examine the relationship between trait measures of empathy and the self-other distinction during emotional experience in both children and adults.

Reflections on music, affect, and sociality.

Music is an important facet of and practice in human cultures, significantly related to its capacity to induce a range of intense and complex emotions. Studying the psychological and neurophysiological responses to music allows us to examine and uncover the neural mechanisms underlying the emotional impact of music. We provide an overview of different aspects of current research on how music listening produces emotions and the corresponding feelings, and consider the underlying neurophysiological mechanisms.

Music training and child development: a review of recent findings from a longitudinal study.

Evidence suggests that learning to play music enhances musical processing skills and benefits other cognitive abilities. Furthermore, studies of children and adults indicate that the brains of musicians and nonmusicians are different. It has not been determined, however, whether such differences result from pre-existing traits, musical training, or an interaction between the two.

Decoding the neural signatures of emotions expressed through sound.

Effective social functioning relies in part on the ability to identify emotions from auditory stimuli and respond appropriately. Previous studies have uncovered brain regions engaged by the affective information conveyed by sound. But some of the acoustical properties of sounds that express certain emotions vary remarkably with the instrument used to produce them, for example the human voice or a violin.

Childhood Music Training Induces Change in Micro and Macroscopic Brain Structure: Results from a Longitudinal Study.

Several studies comparing adult musicians and nonmusicians have shown that music training is associated with structural brain differences. It is not been established, however, whether such differences result from pre-existing biological traits, lengthy musical training, or an interaction of the two factors, or if comparable changes can be found in children undergoing music training. As part of an ongoing longitudinal study, we investigated the effects of music training on the developmental trajectory of children's brain structure, over two years, beginning at age 6.

Increased engagement of the cognitive control network associated with music training in children during an fMRI Stroop task.

Playing a musical instrument engages various sensorimotor processes and draws on cognitive capacities collectively termed executive functions. However, while music training is believed to associated with enhancements in certain cognitive and language abilities, studies that have explored the specific relationship between music and executive function have yielded conflicting results. As part of an ongoing longitudinal study, we investigated the effects of music training on executive function using fMRI and several behavioral tasks, including the Color-Word Stroop task.

Neural correlates of accelerated auditory processing in children engaged in music training.

Several studies comparing adult musicians and non-musicians have shown that music training is associated with brain differences. It is unknown, however, whether these differences result from lengthy musical training, from pre-existing biological traits, or from social factors favoring musicality. As part of an ongoing 5-year longitudinal study, we investigated the effects of a music training program on the auditory development of children, over the course of two years, beginning at age 6-7.

The Development of Musical Skills of Underprivileged Children Over the Course of 1 Year: A Study in the Context of an El Sistema-Inspired Program.

Developmental research in music has typically centered on the study of single musical skills (e.g., singing, listening) and has been conducted with middle class children who learn music in schools and conservatories.

The pleasures of sad music: a systematic review.

Sadness is generally seen as a negative emotion, a response to distressing and adverse situations. In an aesthetic context, however, sadness is often associated with some degree of pleasure, as suggested by the ubiquity and popularity, throughout history, of music, plays, films and paintings with a sad content. Here, we focus on the fact that music regarded as sad is often experienced as pleasurable.

Cortical Activity during Perception of Musical Rhythm; Comparing Musicians and Non-musicians.

This study investigates the effects of musical training on brain activity to violations of rhythmic expectancies. We recorded behavioral and event-related brain potential (ERP) responses of musicians and non-musicians to discrepancies of rhythm between pairs of unfamiliar melodies based on Western classical rules. Rhythm deviations in the second melody involved prolongation of a note, thus creating a delay in the subsequent note; the duration of the second note was consequently shorter because the offset time was unchanged.

An equal start: absence of group differences in cognitive, social, and neural measures prior to music or sports training in children.

Several studies comparing adult musicians and non-musicians have provided compelling evidence for functional and anatomical differences in the brain systems engaged by musical training. It is not known, however, whether those differences result from long-term musical training or from pre-existing traits favoring musicality. In an attempt to begin addressing this question, we have launched a longitudinal investigation of the effects of childhood music training on cognitive, social and neural development.