Effects of Musical Training on Cognitive Outcomes and White Matter Microstructure in Middle Childhood

Musical training is associated with improved cognitive and academic performance across development. While specific neural mechanisms have been implicated in these associations, the precise relationship between white matter structure and putative cognitive effects of musical training are unclear. The present study examined the effects of musical training on cognitive performance and white matter structure in middle childhood using a combination of behavioral assessments and diffusion tensor imaging (DTI) in a sample of 175 preadolescents (38 musicians and 137 non-musicians) between 7-9 years old. Cognitive abilities were tested using the Woodcock-Johnson Tests of Cognitive Abilities (WJ III) and the Operation Span Task (OSPAN), while academic achievement was assessed using the Kaufman Test of Educational Achievement (KTEA II). In addition, cardiorespiratory fitness was assessed by measuring maximal oxygen consumption (VO2 max). Behavioral results revealed that participants with musical training had higher cognitive scores (F(15, 155) = 3.01, p < 0.001), greater academic achievement (F(14, 156) = 3.57, p < 0.001), and higher relative VO2 max (F(1, 170) = 6.32, p = 0.01) compared to non-musicians. DTI results revealed that musical training was associated with higher fractional anisotropy (F(1, 81) = 4.95, p = 0.029) and higher mode (F(1, 81) = 4.00, p = 0.049) in the left PCG to MTGp tract of the arcuate fasciculus (AF). Together, these results provide both behavioral and neural evidence for the relationship between musical training and cognition in a large sample of preadolescents.