Evaluating the relationship of music training and bilingualism/multilingualism and their contribution to executive functions in healthy adults

Abstract

The present study aimed to investigate the individual and comparative effects of Music training and Bilingualism/Multilingualism on executive functions (EFs) and working memory in healthy Greek adults. The study involved N=90 participants, who were divided into three distinct groups. The Musicians group consisted of individuals holding a degree in music and formal music training spanning over five years in various musical genres and instruments, with an average age of 33.40 years. The Bilingual/Multilingual cohort, with a mean age of 32.57 years, consisted of participants who were proficient in multiple languages, including but not limited to English, Arabic, Russian, and Italian. The control group, with an average age of 34.30 years, included people with no formal training in music or additional languages, which served as a baseline for comparison. Cognitive abilities were assessed using a series of tests: the Digit span (Wechsler, 1955), the Verbal Fluency Test (Kosmidis et al., 2004), and the Stroop Test (Stroop, 1935). These evaluations were conducted using a blended approach of in-person and digital administration to adapt to the varied environments of the participants. The research followed strict ethical protocols, ensuring informed consent, and used a detailed demographic questionnaire. Statistical analysis was performed using SPSS 25, using comparisons of means, analyses of variance, and Pearson and Spearman Rho correlations, along with hierarchical regression to dissect the cognitive performance exhibited by the different groups. Analysis of the results revealed that both Musicians and Bilinguals/Multilinguals showed higher performance on cognitive tasks compared to the control group. A comparative analysis between Musicians and Bilinguals/Multilinguals revealed differences in cognitive functions, with Musicians excelling more in certain aspects of working memory. Gender showed an effect on some cognitive tasks, while educational level showed a significant effect, especially on the results of the Stroop Test. Findings through hierarchical regression analyses reveal that music and language training advocate for the prediction of cognitive ability, with gender and educational background also playing significant roles in specific cognitive contexts. This highlights the potential of targeted music and language training to enhance cognitive abilities, suggesting avenues for future educational and cognitive development methodologies.