Abstract
Adult ability in complex cognitive domains, including music, is commonly thought of as the product of gene–environment interactions, where genetic predispositions influence and are modulated by experience, resulting in the final phenotypic expression. Recently, however, the important contribution of maturation to gene–environment interactions has become better understood. Thus, the timing of exposure to specific experience, such as music training, has been shown to produce long-term impacts on adult behaviour and the brain. Work from our lab and others shows that musical training before the ages of 7–9 enhances performance on musical tasks and modifies brain structure and function, sometimes in unexpected ways. The goal of this paper is to present current evidence for sensitive period effects for musical training in the context of what is known about brain maturation and to present a framework that integrates genetic, environmental and maturational influences on the development of musical skill. We believe that this framework can also be applied more broadly to understanding how predispositions, brain development and experience interact.
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Funding for this work was provided by grants from the National Sciences and Engineering Research Council of Canada, the Canadian Institutes for Health Research and the Fonds de recherche du Québec.
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Penhune, V.B. (2021). Understanding Sensitive Period Effects in Musical Training. In: Andersen, S.L. (eds) Sensitive Periods of Brain Development and Preventive Interventions. Current Topics in Behavioral Neurosciences, vol 53. Springer, Cham. https://doi.org/10.1007/7854_2021_250
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