Journal article

Publication year: 2022

Pages: 551-578

Journal: Zeitschrift für Erziehungswissenschaft

Volume number: 25

Issue number: 3

ISSN: 1434-663X

eISSN: 1862-5215

Open access status: Hybrid

DOI Link: https://doi.org/10.1007/s11618-022-01103-1

Publisher: Springer

Abstract: 
Executive functions (EFs) are a set of cognitive processes that enable us to control attention and regulate behaviour. Since music training involves these processes to a large extent, positive associations can be assumed. Previous research confirmed this assumption with some studies indicating even causal relationships. However, almost all the research focused on purely analytical processes, so-called cold EFs. By contrast, hot EFs involve processes influenced by emotion and motivation. Therefore, the aim of the present work is to investigate the relationship between music training and hot EFs and to compare these results with the better-studied cold EFs. We conducted two correlative studies with young adults (Study 1) and 9-12-year-old children (Study 2) and collected hot as well as cold executive functions in both age groups. Our results show no clear association between music training and hot EFs. However, we found an association between the age when participants started with music training and decision making. Regarding cold EFs our studies confirm previous research suggesting positive associations with music training. To better investigate the relationship between music training and hot EFs, further reliable and valid measures to capture hot EFs are needed.

Harvard Citation style: Frischen, U., Schwarzer, G. and Dege, F. (2022) Music training and executive functions in adults and children: what role do hot executive functions play?, Zeitschrift für Erziehungswissenschaft, 25(3), pp. 551-578. https://doi.org/10.1007/s11618-022-01103-1

APA Citation style: Frischen, U., Schwarzer, G., & Dege, F. (2022). Music training and executive functions in adults and children: what role do hot executive functions play?. Zeitschrift für Erziehungswissenschaft. 25(3), 551-578. https://doi.org/10.1007/s11618-022-01103-1