Abstract:
Objective: Determining the effects of music training on attention and working memory in adult music trainees using neuropsychological tests. Methods: The study was conducted within January-June 2014 at the Music Department of Inonu University. Twenty-two students of age 18-26 were matched one to one in terms of age, gender, level of academic education and dominant hand. Participants with substance abuse, psychiatric and neurological disease were excluded from study. ASRS, Stroop and WMS-R were applied on first and fourth year students. Results: The sample consisted of 24 women and 20 men. The mean age was 22 +/- 1.5 years and the mean academic level of education was 15 +/- 1.5 years. There was no significant difference between first and fourth year students in terms of ASRS-A, ASRS-B and ASRS total scores. There was no significant difference between groups in pre-university music experience. Fourth year students were better at greyscale word reading, color word reading and box color statement in Stroop. There was no significant difference in word color statement. Fourth year students were better in reverse month counting and counting by sevens in WMS-R. No significant difference was found in countdown range, short and long-term verbal and visual recognition, memory, mental control and concentration. Conclusion: Long-term and regular music training did not affect attention shifting in adults significantly, but caused improvement in some tests requiring working memory activity. Irregular music experience did not have significant contribution. Regular and intensive music practice may have functional effects on cognition in adults. (Anatolian Journal of Psychiatry 2017; 18(6):531-535)