How does experience change cognition? Evaluating the evidence

Experience and cognition

Bibliographic Data

ID5269832
AuthorsEllen Bialystok (0000-0001-9844-2082, York University, corresponding author)
Year2011
Volume102
Issue3
Pages303-305
Publication date2011-08-01
Open AccessYes
TypeARTICLE
VenueBritish Journal of Psychology (JOURNAL)
Journal identifiersISSN: 0007-1269 • E-ISSN: 2044-8295
PublisherWiley (PUBLISHER • GB)
DOI10.1111/j.2044-8295.2011.02008.x
PMID21751988
OpenAlexW1582809424
LanguageEN
Citations received2
References cited11

Schellenberg (2011) reports the results of an experiment to determine the cause of the association between music training and intelligence quotient (IQ) in children. There was no difference between trained and untrained groups in a set of executive function tasks and no evidence that executive function mediated the effects of music training on IQ, since music training and IQ remained related after controlling for executive function performance. Therefore, he concludes that children with high IQs are more likely to take music lessons, assigning responsibility for the reported correlation to genetic differences in intelligence. The present article challenges that conclusion by discussing the nature of the experience represented by children in the two groups, the validity of the tasks used to measure executive functioning, and the logic of the conclusion from the reported data

Association (psychology) · Cognition · Cognitive psychology · Developmental psychology · Executive functions · Function (biology) · Intelligence quotient · Psychiatry · Set (abstract data type) · Test (biology) · Cognitive Abilities and Testing · Early Childhood Education and Development · Neuroscience and Music Perception · Psychology

Tools

Open DOISci-Hub