Musical Expertise, Bilingualism, and Executive Functioning

Autor/inn/en	Bialystok, Ellen; DePape, Anne-Marie
Titel	Musical Expertise, Bilingualism, and Executive Functioning
Quelle	In: Journal of Experimental Psychology: Human Perception and Performance, 35 (2009) 2, S.565-574 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0096-1523
DOI	10.1037/a0012735
Schlagwörter	Musicians; Young Adults; Cognitive Processes; Bilingualism; Talent; Measures (Individuals); Cognitive Ability; Task Analysis; Control Groups; Cues; Spatial Ability; Monolingualism; Auditory Stimuli; Intonation + Suchen Sie Ihr Suchwort? Musiker; Young adult; Junger Erwachsener; Cognitive process; Kognitiver Prozess; Bilingualismus; Begabung; Hochbegabung; Messdaten; Denkfähigkeit; Aufgabenanalyse; Stichwort; Räumliches Vorstellungsvermögen; Auditive Stimulation
Abstract	The authors investigated whether intensive musical experience leads to enhancements in executive processing, as has been shown for bilingualism. Young adults who were bilinguals, musical performers (instrumentalists or vocalists), or neither completed 3 cognitive measures and 2 executive function tasks based on conflict. Both executive function tasks included control conditions that assessed performance in the absence of conflict. All participants performed equivalently for the cognitive measures and the control conditions of the executive function tasks, but performance diverged in the conflict conditions. In a version of the Simon task involving spatial conflict between a target cue and its position, bilinguals and musicians outperformed monolinguals, replicating earlier research with bilinguals. In a version of the Stroop task involving auditory and linguistic conflict between a word and its pitch, the musicians performed better than the other participants. Instrumentalists and vocalists did not differ on any measure. Results demonstrate that extended musical experience enhances executive control on a nonverbal spatial task, as previously shown for bilingualism, but also enhances control in a more specialized auditory task, although the effect of bilingualism did not extend to that domain. (Contains 2 tables and 5 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10