Music training, cognition, and personality.
Music training, cognition, and personality.
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音乐训练，认知和个性。
DOI：
10.3389/fpsyg.2013.00222
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发表时间：
2013
影响因子：
3.8
通讯作者：
Misura NM
中科院分区：
文献类型：
--
作者：
Corrigall KA;Schellenberg EG;Misura NM
尽管大多数研究音乐训练和认知能力之间关系的研究都有相关设计，但普遍的偏见是音乐训练会导致认知能力的提高。然而，也有可能的是，高功能儿童比其他儿童更有可能参加音乐课，而且他们的性格也有所不同。我们询问认知和性格的个体差异是否可以预测谁上音乐课以及上多久。参与者包括 118 名成人（研究 1）和 167 名 10 至 12 岁儿童（研究 2）。我们收集了人口统计信息并测量了认知能力和大五人格维度。与之前的研究一样，即使人口统计变量受到统计控制，认知能力也与音乐参与相关。新的研究结果表明，当人口统计和认知能力保持不变时，个性与音乐参与相关，而对经验的开放性是具有最佳预测能力的个性维度。这些发现表明：（1）个体差异影响谁上音乐课以及上多长时间，（2）在预测音乐训练方面，人格变量至少与认知变量一样好，（3）未来音乐训练与非音乐能力之间联系的相关研究应该考虑人格的个体差异。
Although most studies that examined associations between music training and cognitive abilities had correlational designs, the prevailing bias is that music training causes improvements in cognition. It is also possible, however, that high-functioning children are more likely than other children to take music lessons, and that they also differ in personality. We asked whether individual differences in cognition and personality predict who takes music lessons and for how long. The participants were 118 adults (Study 1) and 167 10- to 12-year-old children (Study 2). We collected demographic information and measured cognitive ability and the Big Five personality dimensions. As in previous research, cognitive ability was associated with musical involvement even when demographic variables were controlled statistically. Novel findings indicated that personality was associated with musical involvement when demographics and cognitive ability were held constant, and that openness-to-experience was the personality dimension with the best predictive power. These findings reveal that: (1) individual differences influence who takes music lessons and for how long, (2) personality variables are at least as good as cognitive variables at predicting music training, and (3) future correlational studies of links between music training and non-musical ability should account for individual differences in personality.
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影响因子：
3.3
作者：
DOLLINGER, SJ;ORF, LA
通讯作者：
ORF, LA
音乐节目对学龄前儿童语音意识的影响。
影响因子：
3.8
作者：
Degé F;Schwarzer G
通讯作者：
Schwarzer G
影响因子：
3.7
作者：
Francois, Clement;Chobert, Julie;Schoen, Daniele
通讯作者：
Schoen, Daniele
影响因子：
3.4
作者：
Deal, James E.;Halverson, Charles F., Jr.;Baker, Spencer
通讯作者：
Baker, Spencer
影响因子：
3.6
作者：
Furnham, A;Chamorro-Premuzic, T;McDougall, F
通讯作者：
McDougall, F