The impact of music training on executive functions in childhood—a systematic review Die Auswirkungen von Musiktraining auf die exekutiven Funktionen im Kindesalter – eine systematische Literaturübersicht

Degé, Franziska; Frischen, Ulrike · 2022 · Crossref

DOI: 10.1007/s11618-022-01102-2

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Summary

This systematic review investigates the impact of musical training on executive functions (EFs) in children up to age 10. EFs, which include inhibition, working memory, and cognitive flexibility, are critical for academic success and overall development. While theoretical frameworks suggest that music training—being engaging, socially inclusive, and challenging—could effectively promote EFs, existing empirical evidence has been inconsistent. The authors aimed to synthesize longitudinal evidence to determine the reliability of these effects and to identify how factors such as age, study design, and training type influence outcomes. The researchers conducted a systematic search across PubMed, PsychInfo, Web of Science, and Scopus, identifying 278 titles. After removing duplicates and screening for inclusion criteria—specifically longitudinal designs involving normally developing children and measures of EFs—21 studies were included. The review excluded cross-sectional and correlational studies to focus on potential causal effects. Study quality was assessed using a five-criterion checklist evaluating aspects like randomization, control groups, and dropout rates, categorizing studies as low, moderate, or high risk of bias. The analysis distinguished between studies with randomization (15 studies) and those using pre-existing groups (6 studies). The results indicate that the majority of included studies report a positive influence of musical training on executive functions. The most reliable finding concerns inhibition, as this component was measured in the overwhelming majority of studies, with most showing significant improvements in the music groups compared to controls. Positive effects were also observed for working memory, selective attention, and planning in several high-quality randomized controlled trials. However, findings regarding set-shifting and fluency were less consistent. The review highlights significant heterogeneity in the interventions, which ranged from instrumental lessons and multimodal group training to PC-based programs, with durations varying from weeks to years. The authors conclude that while musical training appears to be an effective intervention for enhancing inhibition and potentially other EFs in childhood, the current literature lacks sufficient high-quality studies to definitively systemize effects by age or specific training type. The variability in study designs and the predominance of inhibition measures limit the ability to draw broad generalizations. The review underscores the need for more rigorous, standardized longitudinal studies to clarify how different musical interventions affect specific EF components across developmental stages, thereby informing practical educational applications.

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• executive function