Effects of piano training on executive functions: evidence for the mediation hypothesis in 4- to 5-year-old children

There are antecedents that suggest three hypotheses about the relationship between musical training and executive functions. One hypothesis suggests that a positive relationship exists between both variables, a second one describes that an effect exists on cognitive skills of general control, and the last one suggests a decrease on general control skills if the executive functions are controlled. Some authors have suggested that cognitive process is improved by music, due to the high complexity level that implies learning to play an instrument. Nevertheless, most of these prior studies have been developed through non-experimental research, which implies a methodological limitation to the study of these premises. This study’s goal was to evaluate the potential effect of piano training on executive functions and verbal skills through an experimental pretest-posttest design and it was developed with preschool children that received one hour a week of piano training for 6 months using the Bastien Method, while the control group heard classical music through the same period; as well as the possible mediating role of executive functions in this effect. A statistically significant difference was identified between the means of control and experimental group over the comprehension tasks, working memory and inhibitory control tests. Our results were also consistent with the mediation hypothesis, providing experimental support on how to better understand working memory as a mediator variable between piano learning and arithmetic skills. In conclusion, this study suggests that exposing preschool children to piano training influences executive functions and general order cognitive skills. Finally, there’s evidence of the mediation hypotheses between working memory and general cognitive control, specifically, arithmetic task resolution.