Music Education and Cognitive Development: A Longitudinal Investigation of Musical Training Effects on Executive Function and Academic Achievement

Abstract

This longitudinal study examines the effects of sustained music education on cognitive development and academic achievement among elementary and middle school students. The research tracked 1,286 students across 24 schools over four years, comparing students receiving intensive instrumental music instruction with matched comparison groups. Cognitive assessments measured executive function components including working memory, inhibitory control, and cognitive flexibility, while academic outcomes were assessed through standardized achievement tests in mathematics and language arts. The study employed a quasi-experimental design with propensity score matching to control for selection effects associated with music program participation. Findings reveal that students receiving sustained instrumental music instruction demonstrated significantly greater gains in executive function compared to comparison students, with effect sizes of 0.43 standard deviations for working memory and 0.38 for cognitive flexibility. Academic achievement analyses showed significant positive associations between music instruction duration and mathematics performance, with moderate effects on reading comprehension. Mediation analyses indicate that executive function improvements partially explain music instruction effects on academic outcomes. The research identifies practice intensity, instructional quality, and student engagement as moderators of music education effects. Results contribute to understanding of music training's cognitive benefits and inform educational policy regarding arts education.