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. Neuroimage59(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 Psychology8(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 Neuroscience23(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 Neuroscience34(18), 6156-6163.

Schön, D., Magne, C., & Besson, M. (2004). The music of speech: Music training facilitates pitch processing in both music and language. Psychophysiology41(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 Sciences1060(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 Sciences1169(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 5–10yearold 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/

http://www.artshub.com.au/news-article/opinions/arts/arts-education-should-replace-literacy-testing-194613

 

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