Cognitive neuroscience and music education: Relationships and interactions

Year 2024, , 91 - 119, 29.02.2024

Güncel Gürsel Artıktay

https://doi.org/10.47806/ijesacademic.1402953

Cited By: 1

Abstract

This article examines the relationship between cognitive neuroscience and music education, evaluating the impact of cognitive neuroscience on musical learning, performance, and teaching strategies. The first section establishes the purpose and scope of the article, followed by an emphasis on the foundations of cognitive neuroscience in the second section. Cognitive neuroscience is explored in terms of music perception, mental processes, and fundamental concepts related to learning and memory. The third section, focusing on cognitive processes in music education, delves into the cognitive foundations of musical knowledge, addressing topics such as melody and rhythm perception and cognitive development in instrumental education. The fourth section discusses the neuroscientific analysis of musical performance, stage fright, brain activity, creativity, and mental processes. The fifth section discusses cognitive neuroscience-based teaching models, the neuroscientific foundations of student-centred approaches, and the role of technology in music education. The sixth section highlights future perspectives and research directions, recommendations for future studies, contributions of new cognitive neuroscience findings to music education, current developments in the intersection of music and cognitive neuroscience, and suggestions for future research. In the concluding section, the summarised article's significant findings and contributions are emphasised, drawing attention to potential areas for future examination and application. This article aims to serve as a comprehensive resource for readers interested in understanding the connections between cognitive neuroscience and music education, providing a foundation for further research in this field.

Keywords

cognitive neuroscience, music education, cognitive processes, musical performance, teaching strategies

References

• Aslan, A. (2007). Music perception as a topic of cognitive psychology. Doğuş Üniversitesi Dergisi, 2(8), 117-127. https://doi.org/10.31671/dogus.2019.228
• Balbag, M., Pedersen, N., & Gatz, M. (2014). Playing a musical instrument as a protective factor against dementia and cognitive impairment: a population-based twin study. International Journal of Alzheimer's Disease, 2014, 1-6. https://doi.org/10.1155/2014/836748
• Bautista, A., Toh, G., Manchenido, Z., & Wong, J. (2018). Student-centred pedagogies in the Singapore music classroom: a case study on collaborative composition. Australian Journal of Teacher Education, 43(11), 1-25. https://doi.org/10.14221/ajte.2018v43n11.1
• Benton, C. (2013). Promoting metacognition in music classes. Music Educators Journal, 100(2), 52–59. https://doi.org/10.1177/0027432113500077
• Berke, M., & Colwell, C. (2004). Integration of music in the elementary curriculum: perceptions of preservice elementary education majors. Update: Applications of Research in Music Education, 23(1), 22–33. https://doi.org/10.1177/87551233040230010104
• Beste, C. (2022). Overcoming the phenomenological perpetuum mobile in clinical cognitive neuroscience for the benefit of replicability in research and the societal view on mental disorders. Frontiers in Human Neuroscience, 16. https://doi.org/10.3389/fnhum.2022.1054714
• Boehm, C., Hepworth-Sawyer, R., Hughes, N., & Ziemba, D. (2018). The discipline that ‘became’: Developments in music technology in British higher education between 2007 and 2018. Journal of Music Technology and Education, 11(3), 251–267. https://doi.org/10.1386/jmte.11.3.251_1
• Boon, E. (2018). Relation of culture and cognition: new pedagogical formulations in music education. Journal of Human Sciences, 15(3), 1–15. https://doi.org/10.14687/jhs.v15i3.5454
• Boorom, O., Nayak, S., Ladányi, E., Magne, C., & Gordon, R. (2022). Music and developmental disorders of reading and spoken language. https://doi.org/10.31234/osf.io/r5t4c
• Bourne, L., Goldstein, S., & Link, W. (1964). Concept learning as a function of availability of previously presented information. Journal of Experimental Psychology, 67(5), 439-448. https://doi.org/10.1037/h0043205
• Brattico, E. and Pearce, M. (2013). The neuroaesthetics of music. Psychology of Aesthetics Creativity and the Arts, 7(1), 48-61. https://doi.org/10.1037/a0031624
• Bugos, J. (2015). Greasing the skids of the musical mind. General Music Today, 29(1), 5–11. https://doi.org/10.1177/1048371314566236
• Butler, M. & Senior, C. (2007). Toward an organizational cognitive neuroscience. Annals of the New York Academy of Sciences, 1118(1), 1–17. https://doi.org/10.1196/annals.1412.009
• Cahill, H. and Hovland, C. (1960). The role of memory in the acquisition of concepts. Journal of Experimental Psychology, 59(3), 137-144. https://doi.org/10.1037/h0041662
• Cano, M., & Sanchez-Iborra, R. (2015). On the use of a multimedia platform for music education with handicapped children: A case study. Computers & Education, 87, 254-276. https://doi.org/10.1016/j.compedu.2015.07.010
• Collins, A. (2013). Music education and the brain. Update Applications of Research in Music Education, 32(2), 4–10. https://doi.org/10.1177/8755123313502346
• Collins, A. (2013). Neuroscience meets music education: Exploring the implications of neural processing models on music education practice. International Journal of Music Education, 31(2), 217–231. https://doi.org/10.1177/0255761413483081
• Costa-Giomi, E. (2014). The long-term effects of childhood music instruction on intelligence and general cognitive abilities. Update Applications of Research in Music Education, 33(2), 20-26. https://doi.org/10.1177/8755123314540661
• Csicsvari, J. and Dupret, D. (2014). Sharp wave/ripple network oscillations and learning-associated hippocampal maps. Philosophical Transactions of the Royal Society B Biological Sciences, 369(1635), 20120528. https://doi.org/10.1098/rstb.2012.0528
• Curtis, L. & Fallin, J. (2014). Neuroeducation and music. Music Educators Journal, 101(2), 52–56. https://doi.org/10.1177/0027432114553637
• Daikoku, T. (2018). Neurophysiological markers of statistical learning in music and language: hierarchy, entropy, and uncertainty. Brain Sciences, 8(6), 114. https://doi.org/10.3390/brainsci8060114
• Dominowski, R. (1965). Role of memory in concept learning. Psychological Bulletin, 63(4), 271-280. https://doi.org/10.1037/h0021801
• Doré, B., Zerubavel, N., & Ochsner, K. (2015). Social cognitive neuroscience: a review of core systems. https://doi.org/10.1037/14341-022
• Dunbar-Hall, P., Rowley, J., Brooks, W., Cotton, H., & Lill, A. (2015). E-portfolios in music and other performing arts education: History through a critique of literature. Journal of Historical Research in Music Education, 36(2), 139–154. https://doi.org/10.1177/153660061503600205
• Forster, M. (2014). Review of the aesthetic brain: how we evolved to desire beauty and enjoy art. Psychology of Aesthetics Creativity and the Arts, 8(2), 260–261. https://doi.org/10.1037/a0036401
• Gage, N., Low, B., & Reyes, F. (2019). Listen to the tastemakers: Building an urban arts high school music curriculum. Research Studies in Music Education, 42(1), 19–36. https://doi.org/10.1177/1321103x19837758
• Gerstner, J. and Yin, J. (2010). Circadian rhythms and memory formation. Nature Reviews Neuroscience, 11(8), 577-588. https://doi.org/10.1038/nrn2881
• Gkintoni, E., Farmakopoulou, I., & Theodoratou, M. (2023). Neuromusic education in cognition and quality-of-life promotion an outline. Technium Social Sciences Journal, 40, 223–232. https://doi.org/10.47577/tssj.v40i1.8347
• Gkintoni, E., Farmakopoulou, I., & Theodoratou, M. (2023). Neuromusic education in cognition and quality-of-life promotion: An outline. Technium Social Sciences Journal, 40, 223–232. https://doi.org/10.47577/tssj.v40i1.8347
• Gong, W. (2020). Application of cognitive psychology in the music note cognition of exceptional children. Revista Argentina De Clinica Psicologica. https://doi.org/10.24205/03276716.2020.127
• Gorbunova, I., & Михуткина, Н. (2020). Computer musical creative work in the Russian initial vocational education system. Propósitos Y Representaciones, 8(2). https://doi.org/10.20511/pyr2020.v8n2.523
• Grahn, J. (2012). Neural mechanisms of rhythm perception: current findings and future perspectives. Topics in Cognitive Science, 4(4), 585–606. https://doi.org/10.1111/j.1756-8765.2012.01213.x
• Grahn, J. (2012). See what I hear? Beat perception in auditory and visual rhythms. Experimental Brain Research, 220(1), 51–61. https://doi.org/10.1007/s00221-012-3114-8
• Grahn, J., Henry, M., & McAuley, J. (2011). FMRI investigation of cross-modal interactions in beat perception: audition primes vision, but not vice versa. Neuroimage, 54(2), 1231-1243. https://doi.org/10.1016/j.neuroimage.2010.09.033
• Gromko, J. and Poorman, A. (1998). The effect of music training on preschoolers' spatial-temporal task performance. Journal of Research in Music Education, 46(2), 173-181. https://doi.org/10.2307/3345621
• Hallam, S. (2010). The power of music: its impact on the intellectual, social and personal development of children and young people. International Journal of Music Education, 28(3), 269–289. https://doi.org/10.1177/0255761410370658
• Handayani, B., & Corebima, A. (2017). Model brain-based learning (bbl) and whole brain teaching (WBT) in learning. International Journal of Science and Applied Science Conference Series, 1(2), 153. https://doi.org/10.20961/ijsascs.v1i2.5142
• Harvey, A. (2020). Links between the neurobiology of oxytocin and human musicality. Frontiers in Human Neuroscience, 14. https://doi.org/10.3389/fnhum.2020.00350
• Haslbeck, F., Bucher, H., Bassler, D., & Hagmann, C. (2017). Creative music therapy to promote brain structure, function, and neurobehavioral outcomes in preterm infants: A randomized controlled pilot trial protocol. Pilot and Feasibility Studies, 3(1). https://doi.org/10.1186/s40814-017-0180-5
• He, Y. (2016). Research of music talent cultivation based on practice education. https://doi.org/10.2991/icsshe-16.2016.106
• Hegde, S. (2014). Music-based cognitive remediation therapy for patients with traumatic brain injury. Frontiers in Neurology, 5. https://doi.org/10.3389/fneur.2014.00034
• Heng, G., Chai, Q., & Chen, S. (2021). Effects of familiarity with a musical style on music-evoked emotions: An EEG study. https://doi.org/10.31234/osf.io/vzny2
• Herff, S., Olsen, K., Prince, J., & Dean, R. (2017). Interference in memory for pitch-only and rhythm-only sequences. Musicae Scientiae, 22(3), 344-361. https://doi.org/10.1177/1029864917695654
• Hille, K., Gust, K., Bitz, U., & Kammer, T. (2011). Associations between music education, intelligence, and spelling ability in elementary school. Advances in Cognitive Psychology, 7(-1), 1-6. https://doi.org/10.2478/v10053-008-0082-4
• Ho, Y., Cheung, M., & Chan, A. (2003). Music training improves verbal but not visual memory: Cross-sectional and longitudinal explorations in children. Neuropsychology, 17(3), 439-450. https://doi.org/10.1037/0894-4105.17.3.439
• Hodges, D. (2009). Can neuroscience help us do a better job of teaching music? General Music Today, 23(2), 3–12. https://doi.org/10.1177/1048371309349569
• Hodges, D., & Wilkins, R. (2015). How and why does music move us? Music Educators Journal, 101(4), 41–47. https://doi.org/10.1177/0027432115575755
• Hodges, D., Hairston, W., & Burdette, J. (2005). Aspects of multisensory perception: The integration of visual and auditory information in musical experiences. Annals of the New York Academy of Sciences, 1060(1), 175–185. https://doi.org/10.1196/annals.1360.012
• Hyde, K., Lerch, J., Norton, A., Forgeard, M., Winner, E., Evans, A., … & Schlaug, G. (2009). Musical training shapes structural brain development. Journal of Neuroscience, 29(10), 3019-3025. https://doi.org/10.1523/jneurosci.5118-08.2009
• Jamieson, R., Crump, M., & Hannah, S. (2011). An instance theory of associative learning. Learning & Behavior, 40(1), 61–82. https://doi.org/10.3758/s13420-011-0046-2
• Jaschke, A., Honing, H., & Scherder, E. (2018). Exposure to a musically-enriched environment; its relationship with executive functions, short-term memory and verbal IQ in primary school children. Plos One, 13(11), e0207265. https://doi.org/10.1371/journal.pone.0207265
• Jaschke, A., Honing, H., & Scherder, E. (2018). Longitudinal analysis of music education on executive functions in primary school children. Frontiers in Neuroscience, 12. https://doi.org/10.3389/fnins.2018.00103
• Johnson, C. (2017). Teaching music online: changing pedagogical approach when moving to the online environment. London Review of Education, 15(3). https://doi.org/10.18546/lre.15.3.08
• Kim, J. (2020). From the body image to the body schema, from the proximal to the distal: embodied musical activity toward learning instrumental musical skills. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.00101
• Klann, E. & Sweatt, J. (2008). Altered protein synthesis is a trigger for long-term memory formation. Neurobiology of Learning and Memory, 89(3), 247–259. https://doi.org/10.1016/j.nlm.2007.08.009
• Koelsch, S. (2009). A neuroscientific perspective on music therapy. Annals of the New York Academy of Sciences, 1169(1), 374–384. https://doi.org/10.1111/j.1749-6632.2009.04592.x
• Korsakova-Kreyn, M. (2018). Two-level model of embodied cognition in music. Psychomusicology Music Mind and Brain, 28(4), 240-259. https://doi.org/10.1037/pmu0000228
• Landau, A. and Limb, C. (2017). The neuroscience of improvisation. Music Educators Journal, 103(3), 27-33. https://doi.org/10.1177/0027432116687373
• Lee, N. & Chamberlain, L. (2007). Neuroimaging and psychophysiological measurement in organizational research. Annals of the New York Academy of Sciences, 1118(1), 18–42. https://doi.org/10.1196/annals.1412.003
• Leman, M., & Maes, P. (2015). The role of embodiment in the perception of music. Empirical Musicology Review, 9(3-4), 236-246. https://doi.org/10.18061/emr.v9i3-4.4498
• Levenson, J., O’Riordan, K., Brown, K., Trinh, M., Molfese, D., & Sweatt, J. (2004). Regulation of histone acetylation during memory formation in the hippocampus. Journal of Biological Chemistry, 279(39), 40545–40559. https://doi.org/10.1074/jbc.m402229200
• Levitin, D. and Tirovolas, A. (2009). Current advances in the cognitive neuroscience of music. Annals of the New York Academy of Sciences, 1156(1), 211-231. https://doi.org/10.1111/j.1749-6632.2009.04417.x
• Li, H., Xu, W., Wang, D., Wang, L., Fang, Q., Wan, X., … & Cen, X. (2021). 4r tau modulates cocaine-associated memory through adult dorsal hippocampal neurogenesis. Journal of Neuroscience, 41(31), 6753–6774. https://doi.org/10.1523/jneurosci.2848-20.2021
• Li, X., Yan, Y., Soraghan, J., Wang, Z., & Ren, J. (2022). A music cognition–guided framework for multi-pitch estimation. Cognitive Computation, 15(1), 23-35. https://doi.org/10.1007/s12559-022-10031-5
• Li, Z. (2017). Design of online vocal music course based on Azure-PaaS platform. International Journal of Emerging Technologies in Learning (IJET), 12(09), 17. https://doi.org/10.3991/ijet.v12i09.7495
• Lieberman, M. (2005). Principles, processes, and puzzles of social cognition: an introduction for the special issue on social cognitive neuroscience. Neuroimage, 28(4), 745-756. https://doi.org/10.1016/j.neuroimage.2005.07.028
• Loui, P., Demorest, S., Pfordresher, P., & Iyer, J. (2015). Neurological and developmental approaches to poor pitch perception and production. Annals of the New York Academy of Sciences, 1337(1), 263–271. https://doi.org/10.1111/nyas.12623
• Machfauzia, A., Djohan, D., & Sittiprapaporn, P. (2020). Intellectual character of metacognition in thinking strategies. Asian Journal of Medical Sciences, 11(1), 51-56. https://doi.org/10.3126/ajms.v11i1.26519
• Markič, O. (2013). The philosophical framework for understanding neuroscientific research. Interdisciplinary Description of Complex Systems, 11(4), 351–362. https://doi.org/10.7906/indecs.11.4.1
• Maryati, S., Purwanti, I., & Mubarika, M. (2020). The effect of brain based learning on improving students' critical thinking ability and self-regulated. Ijis Edu Indonesian Journal of Integrated Science Education, 2(2), 162. https://doi.org/10.29300/ijisedu.v2i2.3333
• Mayer, R. (2010). Applying the science of learning to medical education. Medical Education, 44(6), 543–549. https://doi.org/10.1111/j.1365-2923.2010.03624.x
• McCormack, B., & Klopper, C. (2016). The potential of music in promoting oracy in students with English as an additional language. International Journal of Music Education, 34(4), 416–432. https://doi.org/10.1177/0255761415619066
• Miendlarzewska, E. and Trost, W. (2014). How musical training affects cognitive development: rhythm, reward and other modulating variables. Frontiers in Neuroscience, 7. https://doi.org/10.3389/fnins.2013.00279
• Ng, B., & Ong, A. (2018). Neuroscience and digital learning environment in universities: What do current research tell us? Journal of the Scholarship of Teaching and Learning, 18(3). https://doi.org/10.14434/josotl.v18i3.22651
• Okely, J., Deary, I., & Overy, K. (2021). The edinburgh lifetime musical experience questionnaire (elmeq): responses and non-musical correlates in the lothian birth cohort 1936. Plos One, 16(7), e0254176. https://doi.org/10.1371/journal.pone.0254176
• Okely, J., Overy, K., & Deary, I. (2022). Experience of playing a musical instrument and lifetime change in general cognitive ability: evidence from the Lothian birth cohort 1936. Psychological Science, 33(9), 1495–1508. https://doi.org/10.1177/09567976221092726
• Palmeri, T., Love, B., & Turner, B. (2017). Model-based cognitive neuroscience. Journal of Mathematical Psychology, 76, 59-64. https://doi.org/10.1016/j.jmp.2016.10.010
• Peterson, A. (2011). The impact of neuroscience on music education advocacy and philosophy. Arts Education Policy Review, 112(4), 206–213. https://doi.org/10.1080/10632913.2011.592475
• Piwowarski, M., Singh, U., & Nermend, K. (2019). The cognitive neuroscience methods in the analysis of the impact of advertisements in shaping people's health habits*. European Research Studies Journal, XXII(Issue 4), 457-471. https://doi.org/10.35808/ersj/1521
• Platek, S. M., & Shackelford, T. K. (Eds.). (2009). Foundations in evolutionary cognitive neuroscience. Cambridge University Press. https://doi.org/10.1017/cbo9780511626586
• Ramamurthy, U., Franklin, S., & Negatu, A. (1998). Learning concepts in software agents. https://doi.org/10.7551/mitpress/3119.003.0057
• Ramón, L., Martinón-Torres, F., & Salas, A. (2021). Sensogenomics and the biological background underlying musical stimuli: perspectives for a new era of musical research. Genes, 12(9), 1454. https://doi.org/10.3390/genes12091454
• Ren, F. (2019). Influence of cognitive neuroscience on contemporary philosophy of science. Translational Neuroscience, 10(1), 37–43. https://doi.org/10.1515/tnsci-2019-0007
• Rosenboom, D. (2014). Active imaginative listening—a neuromusical critique. Frontiers in Neuroscience, 8. https://doi.org/10.3389/fnins.2014.00251
• Sanchez, D. and Reber, P. (2013). Explicit pre-training instruction does not improve implicit perceptual-motor sequence learning. Cognition, 126(3), 341-351. https://doi.org/10.1016/j.cognition.2012.11.006
• Schiavio, A., & Schyff, D. (2018). 4E music pedagogy and the principles of self-organisation. Behavioral Sciences, 8(8), 72. https://doi.org/10.3390/bs8080072
• Schüler, A., Scheiter, K., & Genuchten, E. (2011). The role of working memory in multimedia instruction: is working memory working during learning from text and pictures? Educational Psychology Review, 23(3), 389-411. https://doi.org/10.1007/s10648-011-9168-5
• Schweighofer, N., Lee, J., Goh, H., Choi, Y., Kim, S., Stewart, J., … & Winstein, C. (2011). Mechanisms of the contextual interference effect in individuals poststroke. Journal of Neurophysiology, 106(5), 2632-2641. https://doi.org/10.1152/jn.00399.2011
• Sewell, J., Santhosh, L., & O'Sullivan, P. (2020). How do attending physicians describe cognitive overload among their workplace learners? Medical Education, 54(12), 1129–1136. https://doi.org/10.1111/medu.14289
• Simon, S. (2014). Using longitudinal scales assessment for instrumental music students. Music Educators Journal, 101(1), 86–92. https://doi.org/10.1177/0027432114539704
• Smedt, J. & Cruz, H. (2010). Toward an integrative approach of cognitive neuroscientific and evolutionary psychological studies of art. Evolutionary Psychology, 8(4), 147470491000800. https://doi.org/10.1177/147470491000800411
• Soemer, A. (2015). The multicomponent working memory model, attention, and long-term memory in multimedia learning: a comment on schweppe and rummer (2014). Educational Psychology Review, 28(1), 197–200. https://doi.org/10.1007/s10648-015-9303-9
• Soicher, R., Becker-Blease, K., & Bostwick, K. (2020). Adapting implementation science for higher education research: The systematic study of implementing evidence-based practices in college classrooms. Cognitive Research Principles and Implications, 5(1). https://doi.org/10.1186/s41235-020-00255-0
• Suendarti, M., & Virgana, V. (2022). Elevating natural science learning results through music media and students’ learning style. Cypriot Journal of Educational Sciences, 17(11), 4133-4147. https://doi.org/10.18844/cjes.v17i11.7560
• Thaut, M. (2005). The future of music in therapy and medicine. Annals of the New York Academy of Sciences, 1060(1), 303–308. https://doi.org/10.1196/annals.1360.023
• Thaut, M., Peterson, D., McIntosh, G., & Hoemberg, V. (2014). Music mnemonics aid verbal memory and induce learning are related brain plasticity in multiple sclerosis. Frontiers in Human Neuroscience, 8. https://doi.org/10.3389/fnhum.2014.00395
• Tseng, Y., Liu, H., Liou, M., Tsai, A., Chien, V., Shyu, S., … & Yang, Z. (2019). Lingering sound: Event-related phase-amplitude coupling and phase-locking in fronto-temporo-parietal functional networks during memory retrieval of music melodies. Frontiers in Human Neuroscience, 13. https://doi.org/10.3389/fnhum.2019.00150
• Verdi, B. (2022). Creating professional learning communities for music educators. Music Educators Journal, 109(2), 14–21. https://doi.org/10.1177/00274321221134790
• Vila, F. (2018). Neurobiological foundations of music. Anales Ranm, 135(135(02)), 34-40. https://doi.org/10.32440/ar.2018.135.02.supl01.art03
• Villamizar, C. (2021). The importance of music education in the development and performance of executive functions. https://doi.org/10.20944/preprints202102.0195.v1
• Vuust, P., Gebauer, L., & Witek, M. (2014). Neural underpinnings of music: the polyrhythmic brain., 339-356. https://doi.org/10.1007/978-1-4939-1782-2_18
• Weidner, B. (2020). A grounded theory of musical independence in the concert band. Journal of Research in Music Education, 68(1), 53–77. https://doi.org/10.1177/0022429419897616
• Weinberger, N. (2014). Neuromusic research: Some benefits of incorporating basic research on the neurobiology of auditory learning and memory. Frontiers in Systems Neuroscience, 7. https://doi.org/10.3389/fnsys.2013.00128
• Yang, M. (2018). Application of emotion cognitive model in interactive national music education. Educational Sciences Theory & Practice. https://doi.org/10.12738/estp.2018.6.182
• Yi, W., Jeong, D., & Cho, J. (2014). Music perception as embodied cognition: Behavioral evidence of auditory cue effect. Contemporary Engineering Sciences, 7, 1215-1223. https://doi.org/10.12988/ces.2014.49151
• Yu, L. (2018). Brain evoked potential analysis of effects of popular music training on adolescents' cognitive neurobehavioral plasticity. Neuroquantology, 16(5). https://doi.org/10.14704/nq.2018.16.5.1424
• Zahn, R. (2009). The role of neuroimaging in translational cognitive neuroscience. Topics in Magnetic Resonance Imaging, 20(5), 279–289. https://doi.org/10.1097/rmr.0b013e3181e8f215
• Zhu, Y., Wang, R., & Wang, Y. (2016). A comparative study of the impact of theta-burst and high-frequency stimulation on memory performance. Frontiers in Human Neuroscience, 10. https://doi.org/10.3389/fnhum.2016.00019
• Zhuo, Y. and Leung, B. (2019). Music teachers and their implementation of the new music curriculum standards in China. International Journal of Music Education, 37(2), 178-197. https://doi.org/10.1177/0255761418820647
• Zimmerman, E. & Lahav, A. (2012). The multisensory brain and its ability to learn music. Annals of the New York Academy of Sciences, 1252(1), 179–184. https://doi.org/10.1111/j.1749-6632.2012.06455.x
• Zuk, J. and Gaab, N. (2018). Evaluating predisposition and training in shaping the musician's brain: the need for a developmental perspective. Annals of the New York Academy of Sciences, 1423(1), 40-50. https://doi.org/10.1111/nyas.13737