Resources You Can Share
Research Institutes & Researchers
Music, Mind And Wellbeing Institute
Dr Sarah Wilson – University of Melbourne, Australia
BRAMS, International Laboratory For Brain, Music And Sound Research
Dr Isabelle Peretz and Dr Robert Zatorre – University of Montreal and McGill University, Canada
Auditory Neuroscience Laboratory
Dr Nina Kraus – Northwestern Univeristy, US
Supporting Research For TED Ed Film
Alluri, V., Toiviainen, P., Jääskeläinen, I. P., Glerean, E., Sams, M., & Brattico, E. (2012). Large-scale brain networks emerge from dynamic processing of musical timbre, key and rhythm. Neuroimage, 59(4), 3677-3689.
Degé, F., Wehrum, S., Stark, R., & Schwarzer, G. (2011). The influence of two years of school music training in secondary school on visual and auditory memory. European Journal of Developmental Psychology, 8(5), 608-623.
Dunbar, K. N. (2008). Arts Education, the Brain, and Language. In M. Gazzaniga (Ed.), Learning, arts, and the brain: The Dana Consortium Report on Arts and Cognition (pp. 81-104). New York: The Dana Consortium.
Gaser, C., & Schlaug, G. (2003). Brain structures differ between musicians and non-musicians. The Journal of Neuroscience, 23(27), 9240-9245.
Geake, J. (2009). Brain at School: Educational Neuroscience in the Classroom. McGraw-Hill Education – Open University Press.
Hanna-Pladdy, B., & MacKay, A. (2011). The relation between instrumental musical activity and cognitive aging. Neuropsychology , 25 (3), 378-386.
Hyde, K., Lerch, J., Norton, A., Forgeard, M., Winner, E., Evans, A. C., et al. (2009). Musical Training Shapes Structural Brain Development. The Journal of Neuroscience, 26 (10), 3019-3025.
Jonides, J. (2008). Musical Skill and Cognition. In M. Gazzaniga (Ed.), Learning, arts, and the brain: The Dana Consortium Report on Arts and Cognition (pp. 11-17). New York: The Dana Consortium.
Koelsch, S. (2011). Toward a neural basis of music perception – a review and updated model. Frontiers in Psycology, 2, 1-20.
Miranda, E. R., & Overy, K. (2009). Preface: The Neuroscience of Music.
Patel, A. D. (2010). Music, language, and the brain. Oxford university press.
Pinho, A. L., de Manzano, Ö., Fransson, P., Eriksson, H., & Ullén, F. (2014). Connecting to Create: Expertise in Musical Improvisation Is Associated with Increased Functional Connectivity between Premotor and Prefrontal Areas. The Journal of Neuroscience, 34(18), 6156-6163.
Schön, D., Magne, C., & Besson, M. (2004). The music of speech: Music training facilitates pitch processing in both music and language. Psychophysiology, 41(3), 341-349.
Schlaug, G., Norton, A., Overy, K., & Winner, E. (2005). Effects of music training on the child’s brain and cognitive development. Annals of the New York Academy of Sciences, 1060(1), 219-230.
Schlaug, G., Forgeard, M., Zhu, L., Norton, A., Norton, A., & Winner, E. (2009). Training‐induced Neuroplasticity in Young Children. Annals of the New York Academy of Sciences, 1169(1), 205-208.
Zatorre, R. (2005). Music, the food of neuroscience? Nature, 434, 312-315.
Supporting Research For TEDx Talk
Benefits of music education
Rauscher, F. H., & Hinton, S. C. (2011). Music instruction and its diverse extra-musical benefits. Music Perception, 29(2), 215-226.
Kraus, N., & Chandrasekaran, B. (2010). Music training for the development of auditory skills. Nature Reviews Neuroscience, 11(8), 599-605.
Skoe, E., & Kraus, N. (2012). A little goes a long way: how the adult brain is shaped by musical training in childhood. The Journal of Neuroscience, 32(34), 11507-11510.
Trainor, L. J., Shahin, A. J., & Roberts, L. E. (2009). Understanding the benefits of musical training. Annals of the New York Academy of Sciences, 1169(1), 133-142.
Schlaug, G., Norton, A., Overy, K., & Winner, E. (2005). Effects of music training on the child’s brain and cognitive development. Annals of the New York Academy of Sciences, 1060(1), 219-230.
Study of babies
Perani, D., Saccuman, M. C., Scifo, P., Spada, D., Andreolli, G., Rovelli, R., … & Koelsch, S. (2010). Functional specializations for music processing in the human newborn brain. Proceedings of the National Academy of Sciences, 107(10), 4758-4763.
Impact of music training on IQ points
Schellenberg, E. G. (2006). Long-term positive associations between music lessons and IQ. Journal of Educational Psychology, 98(2), 457.
Financial impact per IQ point
Tafuri, J. (2008). Infant musicality. Ashgate.
Learning disorders and timing
Waber, D. P., Weiler, M. D., Bellinger, D. C., Marcus, D. J., Forbes, P. W., Wypij, D., & Wolff, P. H. (2000). Diminished motor timing control in children referred for diagnosis of learning problems. Developmental neuropsychology, 17(2), 181-197.
Brodsky, W., & Sulkin, I. (2011). Handclapping songs: a spontaneous platform for child development among 5–10‐year‐old children. Early Child Development and Care, 181(8), 1111-1136.
ADHD and brain development
Seither-Preisler, A., Parncutt, R., & Schneider, P. (2014). Size and Synchronization of Auditory Cortex Promotes Musical, Literacy, and Attentional Skills in Children. The Journal of Neuroscience, 34(33), 10937-10949.
Literacy and language development
Schön, D., Magne, C., & Besson, M. (2004). The music of speech: Music training facilitates pitch processing in both music and language. Psychophysiology, 41(3), 341-349.
Moreno, S., Bialystok, E., Barac, R., Schellenberg, E. G., Cepeda, N. J., & Chau, T. (2011). Short-term music training enhances verbal intelligence and executive function. Psychological science, 22(11), 1425-1433.
Current access to music education in Australia
http://www.songroom.org.au/media/latest-news/artslive-launches/
