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The group that received the piano/keyboard training scored 34% higher on tests measuring spatial-temporal ability than either of the other two groups. These results suggest that music enhances certain higher brain functions, particularly abstract reasoning skills, required in math and science.

The use of music in training four and five year old children yielded the highest improvement in the ability to name body parts.

Although the three experimental groups displayed an increase in their ability to name body parts the music group exhibited the highest degree of improvement.

First grade students received extensive Kodaly training for seven months.

At the end of seven months the experimental group had higher reading scores than the control group, which did not receive any special treatment. Not only did the seven month instruction increase reading scores, but continued musical training proved to be beneficial. The experimental group continued to show higher reading scores with continued training.

Students who were involved in arts education achieved higher SAT scores. The longer students were involved in arts education, the higher the increase in SAT scores. This study also correlated arts education with higher scores in standardized tests, reading, English, history, citizenship, and geography.

The results indicated that students with a relatively lower socioeconomic status, that were exposed to arts education, had an advantage over those students without any arts education which was proportionally equal to the students with a relatively higher socioeconomic status and exposure to arts education.

Music exposure affects older students as well. Three groups of college students were exposed to either Mozart’s Sonata for Two Pianos, K448, a relaxation tape, or silence. The group exposed to the Mozart piece was the only group to achieve an increase on the spatial IQ test. Further studies revealed that neither dance music nor taped short stories produced an increase in spatial IQ similar to the Mozart piece. The increase in spatial IQ appears to be related to some unique aspects of the Mozart piece rather than music in general.

Music may not only be related to intelligence by its stimulation of the brain, but it may also increase intelligence by the type of attitudes, interests, and discipline it fosters in children.

people who have poorer interactions between the hemispheres should benefit more than others. Who has less interactions between hemispheres? People who are strongly right-handed.

Strongly right-handed students remembered significantly more words if they moved their eyes compared to keeping their eyes still. Non-strongly-right-handed students (including left-handers) remembered the same number of words regardless of whether they moved their eyes before the test.

strongly right-handed students had significantly fewer false alarms after they moved their eyes back and forth. But for non-strongly-right-handed people, the reverse occurred; moving their eyes caused them to falsely remember more words. So overall, while the eye-saccade exercise helped right-handers, for lefties and for those who didn't have a strongly dominant hand, the exercise actually harmed their performance.

You might think that only side-to-side movement would improve performance, but Lyle's team found that moving your eyes up and down caused the same effect.

researchers say that other studies have shown that any eye movements increase bilateral activity in the frontal eye field, so it's still possible that hemispheric connectivity can explain the improved performance after eye movements.

So why doesn't the exercise work the same way for left-handers? Left handers (and ambidextrous individuals) already have a high level of hemispheric connectivity. Lyle's team speculates that there might be such a thing as too much connectivity, which results in a decrease in performance.

The researchers had never seen anything like it. Worried that something might be wrong with their equipment or methods, they brought in more monks, as well as a control group of college students inexperienced in meditation. The monks produced gamma waves that were 30 times as strong as the students'. In addition, larger areas of the meditators' brains were active, particularly in the left prefrontal cortex, the part of the brain responsible for positive emotions.

But Davidson saw something more. The monks had responded to the request to meditate on compassion by generating remarkable brain waves. Perhaps these signals indicated that the meditators had attained an intensely compassionate state of mind. If so, then maybe compassion could be exercised like a muscle; with the right training, people could bulk up their empathy. And if meditation could enhance the brain's ability to produce "attention and affective processes" - emotions, in the technical language of Davidson's study - it might also be used to modify maladaptive emotional responses like depression.

Davidson and his team published their findings in the Proceedings of the National Academy of Sciences in November 2004. The research made The Wall Street Journal, and Davidson instantly became a celebrity scientist.

It looks like learning a second language is possible through functional changes in the brain: the left inferior parietal cortex is larger in bilingual brains than in monolingual brains.

For instance, London taxi drivers have a larger hippocampus (in the posterior region) than London bus drivers (Maguire, Woollett, & Spiers, 2006)…. Why is that? It is because this region of the hippocampus is specialized in acquiring and using complex spatial information in order to navigate efficiently. Taxi drivers have to navigate around London whereas bus drivers follow a limited set of routes.

Did you know that when you become an expert in a specific domain, the areas in your brain that deal with this type of skill will grow?

Plastic changes also occur in musicians brains compared to non-musicians.

They found that gray matter (cortex) volume was highest in professional musicians, intermediate in amateur musicians, and lowest in non-musicians in several brain areas involved in playing music: motor regions, anterior superior parietal areas and inferior temporal areas.

Medical students’ brains showed learning-induced changes in regions of the parietal cortex as well as in the posterior hippocampus. These regions of the brains are known to be involved in memory retrieval and learning.