Is Musical Expertise Associated With Self-Reported Foreign-Language Ability?
Many claims have been made about links between musical expertise and language ability. Rhythm ability, in particular, has been shown to predict phonological, grammatical, and second-language (L2) abilities, whereas music training often predicts reading and speech-perception skills. Here, we asked wh...
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Veröffentlicht in: | Journal of experimental psychology. Human perception and performance 2023-07, Vol.49 (7), p.1083-1089 |
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Zusammenfassung: | Many claims have been made about links between musical expertise and language ability. Rhythm ability, in particular, has been shown to predict phonological, grammatical, and second-language (L2) abilities, whereas music training often predicts reading and speech-perception skills. Here, we asked whether musical expertise-musical ability and/or music training-relates to L2 (English) abilities of Portuguese native speakers. Participants (N = 154) rated their L2 ability on seven 7-point scales, one each for speaking, reading, writing, comprehension, vocabulary, fluency, and accent. They also completed a test of general cognitive ability, an objective test of musical ability with melody and rhythm subtests, and a questionnaire that measured music training and other aspects of musical behaviors. L2 ability correlated positively with education and cognitive ability but not with music training. It also had no association with musical ability or with self-reports of musical behaviors. Moreover, Bayesian analyses provided evidence for the null hypotheses (i.e., no link between L2 and rhythm ability, no link between L2 and years of music lessons). In short, our findings-based on participants' self-reports of L2 ability-raise doubts about proposed associations between musical and second-language abilities, which may be limited to specific populations or measures.
Public Significance StatementScholars, the media, and the general public have been intrigued by the idea of associations between musical ability and nonmusical abilities, including second-language proficiency. In contrast to previous results, however, in the present study, we did not find an association between second-language abilities and music training, or between second-language proficiency and musical ability (melody or rhythm skills). Our results raise doubts about (a) theories of links between music and language in general, and music and second-language ability in particular, and (b) advocating for the inclusion of music training in school curricula because of its nonmusical by-products. |
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ISSN: | 0096-1523 1939-1277 1939-1277 |
DOI: | 10.1037/xhp0001116 |