Low road transfer depends on automated skills and is relatively spontaneous and automatic, while high road transfer requires reflection and conscious processing. Far transfer may occur in relation to the impact of making music on intelligence and attainment, while high road transfer may also occur in relation to self-regulatory and meta-cognitive skills. Transfer can be near or far and is stronger and more likely to occur if it is near. The transfer of learning from one domain to another depends on the similarities between the processes involved. They also influence the extent to which developed skills are able to transfer to other activities. These changes reflect what has been learned and how it has been learned. As individuals engage with different musical activities over long periods of time permanent changes occur in the brain. Overall, the evidence from neuroscience suggests that each individual has a specific learning biography that is reflected in the way the brain processes information (Altenmuller, 2003, p. The brain responds quickly to engagement with musical activities but permanent and substantial reorganisation of brain functioning takes considerable time. Neuroscientific research has demonstrated the way in which the cerebral cortex self-organises in response to external stimuli and the learning activities engaged in by individuals. It is now possible for individuals to use music to manipulate personal moods, arousal and feelings, and create environments which may manipulate the ways that other people feel and behave. The effect of these changes has been dramatic. Prior to these developments, music was only accessible for most people if they made it themselves or attended particular religious or social events. We can turn on the radio, play a CD, download music from the internet onto an iPod®, or listen to music on video or TV with very little effort. The development of electronic media in the latter part of the 20th century revolutionised access to and use of music in our everyday lives. We hope that you find these articles interesting, whether reading as a MOOC learner, a regular VOICES reader, or someone who is discovering VOICES for the first time. These papers have been written with a particular audience in mind-that is, the learners who participate in the MOOC, who may not have had previous readings in any of the fields being canvassed. Each author has highlighted the theorists and researchers who have influenced their thinking, and included references to their own research or music practices where appropriate. Thirteen authors agreed to develop position papers for the MOOC, with two articles being developed to accompany each of the six topics within it. Keywords: academic achievement, cognitive benefit, power of musicĮditorial note: In 2016, Voices hosted a special edition to accompany the launch of a Massive Open Online Course (MOOC) on the topic of "How Music Can Change Your Life". Readers interested in the way that active music making can impact on children and young people are advised to read the full report. This paper provides a summary of the report "The power of music: A research synthesis of the impact of actively making music on the intellectual, social and personal development of children and young people" (Hallam, 2014), which is freely available on the world wide web. The Impact of Actively Making Music on The Intellectual, Social and Personal Development of Children and Young People: A Summary
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