“Brain Anatomy and Music”

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years old. This is an important finding but we have to realize that it is not conclusive, for several reasons. First, we do not know the age at which brain increases occur: they might appear later in life rather than during childhood. Second. the findings show a correlation, i.e., a relationship, but correlation does not prove causation. Other factors might produce this relationship. For example, the ability to learn to play an instrument at an early age might occur only in children whose brains previously were over-developed in certain areas. 6

Another assumption needs to be considered, the implicit belief that behavioral abilities and accomplishments are caused by over-development of certain brain structures. Thus, if one wants to promote an ability, brain hyper-development would be the way to accomplish this goal. This might be true, but it might not be. While the degree of behavioral skill might be related to the larger size of the cerebral cortex in certain regions, we should keep in mind the differences between brain structure and brain function and also the difference between necessity and sufficiency. Even if it turns out that increased size is sufficient to yield increased accomplishment, the re- verse is not necessarily true; increased accomplishment need not require increased size. If this were true, and if only early musical experience produced increased relative brain size, then teen-agers and adults could not learn music and achieve high levels of enjoyment and accomplishment. But they do (Sec “Music, Development, Aging and the Brain: It ~ Never Too Late for Music”, MRN, Spring 1996,111(1)).

So we need to keep an open mind on the subject of brain anatomy and music. We have to realize that research in this field is still at a relatively early stage. While it is understandable that any findings increase media attention, as consumers of information we need to resist the temptation to jump to conclusions and assume that there are simple answers to complex questions. We also need to be patient ... good science takes time. As for what to do about children and music now, expose them to music and the arts and promote their involvement in a supportive but not overbearing manner. Whether or not gross anatomical changes in the brain will result, they will benefit and so will you.

—Norman M. Weinherger

  S. (1998). Macrostructural adaption of the cerebellum in musicians, Society Neuroscience. Abstracts, 24:2118.

Monaghan, P., Metcalfe, N.B., Ruxton, G.D. (1998), Does practice shape the brain. Nature, 394:434 (letters)