The chicken and working memory egg

Musicians have been found to have a higher capacity for something called speech-in-noise. This is the ability to hear and understand speech in a noisy environment. This is interesting to researchers because this ability is one of the most commonly reported effects of hearing loss and the one that often leads sufferers to withdraw from social situations as well as push them to get that hearing test they have been putting off.
This study found that “music training does not provide an advantage in adverse listening situations either in terms of improved speech understanding or reduced LE (listening effect)”. Instead, they found that the level of someone’s working memory provides more of an advantage to speech-in-noise perception.
Interestingly other studies have found that musically trained people also have high levels of working memory. In these studies, researchers have tried to determine if high levels of working memory were present prior to music learning (and therefore may have made music learning easier and more enjoyable and engaging) or if music learning actually improved working memory. It is one of the many chicken-and-egg dilemmas that exist in this field of research.
It is worth remembering that while we know a lot about the brain, there is far more we don’t know. Memory is one of the areas that we are only just scratching the surface, possibly because the creation, storage and retrieval of memory is both incredibly individual and based on a very intricate series of sensory and cognitive tags.
We will keep an eye on this field of research for you as it progresses.
This blog explores the quiet power of Stealth Advocacy, subtle, repeated messages that shape how others see music education. From hallway posters to one-liners in newsletters, these small signals work in the background, shifting mindsets over time. If you’re too busy to launch a campaign, this is the kind of advocacy that speaks for you, even when you’re not in the room.
This blog invites music educators to slow down just enough to notice and name the everyday moments that show the power of music learning. From quick chats with parents to check-ins with students or school leaders, these small interactions are golden opportunities to advocate for music education.
In our drive to advocate for music education, it’s easy to focus on public performances, programs, or policies. But real advocacy often begins in quiet moments with students, their stories, and their shifting motivations. This blog explores how listening, noticing, and building trust can turn everyday teaching into powerful, student-centered advocacy.
What if music advocacy wasn’t an event, but a habit?
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What if music could help neurodivergent students focus, listen, and communicate more easily? Music learning strengthens how the brain processes sound, supports attention and memory, and helps students filter speech in noisy settings. For learners with ADHD, autism, or sensory challenges, it offers a structured, motivating way to build essential skills.
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The “Wanna Be Like…” poster series helps music teachers show students how learning an instrument connects to success beyond the music room. This blog introduces the series, invites teachers to contribute new role models, and offers a free download of five brand-new posters.
Even toddlers can groove to the beat—this study reveals that young children naturally adapt their movements to changing rhythms, especially when music is playful and fun.
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Practice works best when it feels like play.
This article explores what really motivates kids to practise music—highlighting the power of choice, enjoyment, and small wins over pressure or routine. A must-read for music educators rethinking how we support practice.
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BBB resources are now available in multiple languages—because every brain deserves the chance to learn music.