Working memory in musicians: A review of literature

Musical experiences (e.g., performing, creating, and responding) are related to working memory processes. Working memory is an important element during the execution of cognitive tasks that require the maintenance and manipulation of information for short periods of time. Researchers have been interested in the relationship between working memory and academic performance in the domains of writing, mathematics, reading, and science. Since working memory assumes an essential role in cognitive activities, researchers are exploring ways of applying these studies in order to improve other competencies such as fluid intelligence—the ability to understand complex relationships and solve new problems—and science achievement. Moreover, working memory has also been the focal point of researchers interested in the fields of music, both in performance and education. This review of literature research examines and reveals the relationships between music and working memory, providing musicians and music educators with a greater understanding of how working memory is involved in various musical experiences. Drawing on these connections, I offer practical recommendations that could enhance one’s musical practices. These recommendations include the awareness of students’ own working memory mechanisms, the process of chunking (which consists in organizing information into units and creating strong associations among them), the conscious action of “reading ahead” (when a musician plays a measure while reading the next—looking to the measure that follows), and the effects that background music has on the phonological short-term memory (happening with greater interaction concerning vocal music rather than instrumental music). Sources of this research considered the role of working memory in light of with musical experiences. This poster includes an overview of the association between working memory and musicians, an overview of the theoretical framework created by Alan Baddeley (with brief definitions of the central executive, phonological loop, episodic buffer, and visuo-spatial sketch-pad components), and the recommendations for music educators.