Reference
Burgoyne, A. P., Harris, L. J., & Hambrick, D. Z. (2019). Predicting piano skill acquisition in beginners: The role of general intelligence, music aptitude, and mindset. Intelligence, 76, 101383. https://doi.org/10.1016/j.intell.2019.101383
Review
In their study, Burgoyne, Harris, and Hambrick (2019) aim to examine sources of individual differences in musical skill acquisition. The authors had 171 undergraduate students with no or little piano-playing experience try to learn a piece of piano music with the help of a video guide, and then perform it from memory after practice. A panel of musicians assessed the performances based on melodic and rhythmic accuracy. Participants also completed tests of cognitive ability, including working memory capacity, fluid intelligence, crystallized intelligence, processing speed, and two tests of music aptitude. The study found that general intelligence and music aptitude significantly correlated with skill acquisition, but mindset did not. Structural equation modeling revealed that general intelligence, music aptitude, and mindset together accounted for 22.4% of the variance in skill acquisition. However, only general intelligence contributed significantly to the model. Overall, the study suggests that after accounting for individual differences in general intelligence, music aptitude, and mindset do not predict piano skill acquisition in beginners.
The results of Burgoyne, Harris, and Hambrick’s (2019) study are particularly relevant for music educators, who may be interested in understanding how individual differences in cognitive ability and musical aptitude can affect skill acquisition. The study’s findings suggest that general intelligence and music aptitude play a role in piano skill acquisition, but mindset does not. This suggests that educators may be better off focusing on developing students’ general intelligence and musical aptitude when teaching piano, rather than trying to cultivate a particular mindset. Additionally, the study’s focus on beginners is notable, as many studies on music education have focused on more experienced musicians.
One limitation of the study is that it only examined the role of general intelligence, music aptitude, and mindset in predicting piano skill acquisition in beginners. Other factors, such as motivation and practice habits, may also play a role in skill acquisition. Additionally, the study only used one measure of mindset, the Mindset Inventory, which may not have been sensitive enough to capture the nuances of different mindsets. Nonetheless, the study’s results provide valuable insights into the factors that may influence musical skill acquisition.
