音乐训练对大学生执行功能的影响

近年来大量研究发现音乐训练对认知能力的具有积极影响，一些理论认为音乐训练的广泛迁移效应是通过执行功能起中介作用，但音乐训练与执行功能的关系至今仍存争议。研究将执行功能分为抑制控制、工作记忆和认知灵活性三个子成分，并将抑制控制进一步细分为注意抑制和反应抑制，同时区分工作记忆中主动性控制和反应性控制两种认知过程。通过对比音乐组和控制组在执行功能各任务（Go/No-go, Stroop, AX-CPT, Task-switching）上的行为表现来系统考察音乐训练与执行功能的关系。结果表明音乐训练对执行功能不同子成分的影响具有差异性，其促进效应主要体现在抑制控制中的注意抑制和工作记忆中的主动性控制，对抑制控制中的反应抑制、工作记忆中的反应性控制和认知灵活性影响较小。

The Effect of Music Training on Executive Functionsin Adults

Aims: A growing number of research have found that musical training is related to a variety of cognitive abilities. Musicians, for example, tend to have greater verbal ability, visual-spatial ability and general intelligence. Some studies suggested that executive functions play a mediating role between musical training and cognitive abilities. Executive functions (EFs, also called executive control or cognitive control) are complex set of capabilities, which can control and regulate our thoughts and behavior. Executive functions are very important for individual and are closely related to reading ability, math ability, academic performance, intelligence and mental health. Moreover, many mental disorders involve impairment of executive functions. However, the influence of musical training on executive functions is still debated. The current study mainly investigated the effect of musical training on three components of executive functions, namely inhibitory control, working memory, and cognitive flexibility, by comparing the differences between musicians and non-musicians. Moreover, inhibitory control was also divided into attention inhibition and response inhibition, measured by Go/No-go task and Stroop respectively, in order to discuss the musical training effect on different dimensions of inhibition control. In addition, working memory contains two distinct operating modes -- proactive control and reactive control. In this study, a Continuous Performance task (AX-CPT) was used to investigate the effects of music training on different processing processes of working memory. Moreover, the Switching task was used to examine differences in cognitive flexibility between the two groups. Methods: A total of 70 young adults were recruited as participants, which involved 35 musicians and 35 non-musicians. The musicians played instruments or learned vocal music and those who are still learning until today, whereas the matched non-musician controls didn’t have any musical training except the regular school music course. Musicians and non-musicians completed the Go/No-go task, Stroop task, AX-CPT task and Switching tasks. The sequence of tasks was counterbalanced across participants. Results: This study found that musicians had significantly higher cue d ' score on the AX-CPT task than did the non-musicians, but there was no difference in response d ' score between the two groups. Moreover, musicians demonstrated smaller accuracy cost (inconsistence accuracy minus consistence accuracy) and larger RT delay (inconsistence RT minus consistence RT) than did non-musicians on the Stroop task. However, there was no difference between musicians and non-musicians in the d ' score of the Go/No-go task and in the switch cost of switching task. Overall, musicians had an advantage over non-musicians only in AX-CPT task and Stroop task but not in Go/No-go task and Switching tasks. Conclusions: Musical training has diverse effects on different components of executive functions. The effect of musical training on inhibition control is mainly focused on attention inhibition rather than response inhibition. Musical training may promote the development of working memory, mainly for proactive control, but not for reactive control. However, the association between musical training and cognitive flexibility was weak.