The "music" in musical training: Studying its effects on sound learning and cognitive function

Project ID: S51

"Music is a unique human expression found in every culture (Mehr et al, 2018, Science; Savage et al, 2015; PNAS). The human brain has specialized regions in the auditory cortex that respond selectively to music (Norman-Haignere et al, 2014, Neuron). Music also activates areas beyond auditory centres, including auditory-motor (Cannon & Patel, 2018, Trend Cog Sci), executive function (Zuk et al, 2014, PLOS One), and emotion processing regions (Zatorre & Salimpoor, 2013, PNAS).

Extensive research suggests that musical training offers various perceptual benefits (e.g. Madsen et al, 2019, Sci Rep), and training may extend to non-auditory tasks (Kraus & Chandrasekaran, 2010, Nat Rev Neurosci; Herholz & Zatorre, 2012, Neuron). However, changes in auditory processing can occur without musical training specifically. Many studies have shown that the mapping of acoustic features in auditory cortex can change in a task-dependent way even in very basic tasks (Dahmen & King, 2007, Current Opinion in Neurobiology). Longer-term, non-musical experience can also shape neural activity. For example, piano tuners detect mistuned piano strings from subtle modulates in loudness, and they exhibit heightened sensitivity to the loudness fluctuations of sounds as well as enhanced brain activity in response to sound (Teki et al, 2012, J Neurosci).

Given that learning can occur in both musical and non-musical contexts, it remains unclear if there is anything special about music-specific training. Does the brain's specialization for music influence learning? Moreover, due to its social significance, does music facilitate broader generalization of learning compared to non-musical training?

This PhD aims to investigate how musical training specifically enhances auditory learning and its generalization to other cognitive tasks, in comparison with similar but non-musical training. Different training tasks will be controlled via the medium of computer-based games. Subsequent behavioural tests will track perceptual and cognitive changes. EEG recordings will be used to examine changes in neural processing throughout the learning process, and we will use machine-learning-based approaches to quantify changes in the EEG during continuous listening to sound.

This project would suit graduates from a wide range of quantitative disciplines (not just psychology, maths, physics, engineering) who are interested in the psychology and neuroscience of music. Based in NTU Psychology in the UK, this interdisciplinary project would involve travelling to and interacting with collaborators in Boston University .

Supervisory team:

Director of Studies: Nathaniel Zuk

NTU co-supervisors: Christian Sumner , Sofia Tsitsopoulou

International Collaborator: Jennifer Zuk, PhD, CCC-SLP, Assistant Professor in the Department of Speech, Language, & Hearing Sciences, Boston University

For the eligibility criteria, visit our studentship application page .

This is part of NTU's 2024 fully-funded PhD Studentship Scheme.