Exploring the Role of Music in Cognitive Processes

A special issue of Brain Sciences (ISSN 2076-3425). This special issue belongs to the section "Behavioral Neuroscience".

Deadline for manuscript submissions: 31 October 2024 | Viewed by 1845

Special Issue Editor

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Guest Editor
1. Department of Psychology, Sapienza University of Rome, 00185 Rome, Italy
2. ECONA*, Interuniversity Centre for the Research on Cognitive Processing in Natural and Artificial Systems, Rome, Italy
Interests: psychology of time; psychology of rhythm; psychology of music; embodied cognition; dynamic models of cognitive processes; consciousness; adaptation and adjustment; neuroimaging of cognitive processes

Special Issue Information

Dear Colleagues,

Music processing, either consciously or unconsciously, yields negative or positive emotions as well as affecting cognition in terms of attention, memory, problem-solving, decision-making, creativity, and so on.

In its three modalities, Composition, Performance, and Listening, music aims to realize an emotional communication. Its scope is therefore to determine a corresponding emotional state in the recipient of the shared communication. Since music is a highly dynamic process occurring in the mind of the musician and/or the listener, existing only when experienced, it requires the contribution and integration of different disciplines and methods to be clarified.

To investigate the multifaceted effects of the communication that forms the musical experience, both in the communicator and the recipient, all the cognitive processes involved in the musical experience, in their behavioral and psychophysiological manifestations, as to their possible application in clinic and education, will be considered in this e-topic collection.

The present Special Issue invites studies focusing on the different effects of music on the variety of facets of both emotion and cognition. The studies should consider both healthy people and individuals with health problems. Both advanced experimental research and reviews in this field are welcome.

Prof. Dr. Marta Olivetti Belardinelli
Guest Editor

Manuscript Submission Information

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  • music processing
  • dynamic processes
  • cognitive processes
  • shared communication
  • emotions
  • attention
  • memory
  • problem-solving
  • decision-making
  • creativity

Published Papers (1 paper)

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18 pages, 2789 KiB  
What Does It Take to Play the Piano? Cognito-Motor Functions Underlying Motor Learning in Older Adults
by Florian Worschech, Edoardo Passarotto, Hannah Losch, Takanori Oku, André Lee and Eckart Altenmüller
Brain Sci. 2024, 14(4), 405; https://doi.org/10.3390/brainsci14040405 - 20 Apr 2024
Viewed by 1604
The acquisition of skills, such as learning to play a musical instrument, involves various phases that make specific demands on the learner. Knowledge of the cognitive and motor contributions during learning phases can be helpful in developing effective and targeted interventions for healthy [...] Read more.
The acquisition of skills, such as learning to play a musical instrument, involves various phases that make specific demands on the learner. Knowledge of the cognitive and motor contributions during learning phases can be helpful in developing effective and targeted interventions for healthy aging. Eighty-six healthy older participants underwent an extensive cognitive, motoric, and musical test battery. Within one session, one piano-related and one music-independent movement sequence were both learned. We tested the associations between skill performance and cognito-motor abilities with Bayesian mixed models accounting for individual learning rates. Results showed that performance was positively associated with all cognito-motor abilities. Learning a piano-related task was characterized by relatively strong initial associations between performance and abilities. These associations then weakened considerably before increasing exponentially from the second trial onwards, approaching a plateau. Similar performance–ability relationships were detected in the course of learning a music-unrelated motor task. Positive performance–ability associations emphasize the potential of learning new skills to produce positive cognitive and motor transfer effects. Consistent high-performance tasks that demand maximum effort from the participants could be very effective. However, interventions should be sufficiently long so that the transfer potential can be fully exploited. Full article
(This article belongs to the Special Issue Exploring the Role of Music in Cognitive Processes)
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