Music training facilitates the development of individual cognitive functions and influences brain plasticity. A comprehensive understanding of the pathways and processes through which music affects the human brain, as well as the neurobiological mechanisms underlying human brain perception of music, is necessary to fully harness the plasticity that music offers for brain development.
To investigate the resting-state electroencephalogram (EEG) activity of individuals with and without music training experience, and explore the microstate patterns of EEG signals.
In this study, an analysis of electroencephalogram (EEG) microstates from 57 participants yielded temporal parameters(mean duration, time coverage, occurrence, and transition probability)of four classic microstate categories (Categories A, B, C, and D) for two groups: those with music training experience and those without. Statistical analysis was conducted on these parameters between groups.
The results indicate that compared to individuals without music training experience, participants with music training experience exhibit significantly longer mean durations of microstate A, which is associated with speech processing. Additionally, they show a greater time coverage of microstate B, which is associated with visual processing. Transition probabilities from microstate A to microstate B were greater in participants with music training experience compared to those without. Conversely, transition probabilities from microstate A to microstate C and from microstate C to microstate D were greater in participants without music training experience.
Our study found differences in characteristic parameters of certain microstates between individuals with and without music training experience. This suggests distinct brain activity patterns during tasks related to speech, vision, and attention regulation among individuals with varying levels of music training experience. These findings support an association between music training experience and specific neural activities. Furthermore, they endorse the hypothesis of music training experience influencing brain activity during resting states. Additionally, they imply a facilitative role of music training in tasks related to speech, vision, and attention regulation, providing initial evidence for further empirical investigation into the cognitive processes influenced by music training.