Journal of Psychology & Psychotherapy
Open Access

The Effect of Music on Brain in Psychology

Andrea Eva^{* *}Correspondence: Andrea Eva, Department of Psychology, State Islamic University of Raden Intan, Lampung, Indonesia, Email:

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Description

Music is one of the most universal means of expression and communication in the world, and it can be found in the daily lives of people of all ages and cultures. As a result, rather than talking about music in the singular, it appears more proper to talk about music. Furthermore, anthropologists and ethnomusicologists have shown that music has always been a part of the human experience across millennia. While all humans have the capacity for musical behavior, it is moulded by the environment and the experiences of people, typically within groups. For the great majority of individuals, listening to music, singing, playing (informally or formally), and producing (exploring, composing, improvising) are all frequent pastimes. Music is a pleasurable pastime in and of itself, but its effect extends well beyond.

After a neurologic incident or diagnosis, brain music therapy is the therapeutic use of music to treat sensory, speech and language, cognitive, and motor dysfunctions. The treatment is based on neuroscience research into how music is processed and interpreted in the brain, and how it might be used in neurorehabilitation to help people achieve non-musical goals. We know from this research that producing music, whether actively or passively, reaches and activates numerous parts of the brain on both sides. Music has been demonstrated to help with neuroplasticity, which has a favorable impact on quality of life and general functioning. Music engages cognitive, motor, and speech regions in the brain through accessing overlapping neural circuits, according to research.

Brain music therapy treatments are founded on scientific research into music perception and production, as well as the treatment's impact on nonmusical brain and behavior processes. Patients do not need to be musically skilled to participate in or benefit from brain music therapy. Attention, arousal, auditory perception, spatial neglect, executive functioning, and memory are among the cognitive therapeutic topics covered by brain music therapy. Music stimulates and structures the brain, adds timing, grouping, and synchronization for better organization, and recruits parallel brain systems in these interventions. Brain music therapy treats expressive aphasia, fluency, prosody, apraxia, vocalization, coordination, volume, breath and oral motor control, respiratory strength, dysarthria, articulation, intelligibility, and understanding among other speech and language disorders. Because speaking and singing overlap neurological processes, we may employ music and singing to help with a variety of speech and language goals.

Gait therapy, as well as fine and large motor movements such as strength, endurance, balance, range of motion, coordination, and dexterity, is all elements of brain music therapy motor treatment. We notice an increase in motor control when we use auditory rhythm to enhance entrainment! To achieve these objectives, we employ the therapeutic application and spatial positioning of musical instruments. This sort of treatment is fast gaining popularity and is quickly becoming an integral part of neurorehabilitation programmes around the country. Brain music therapy, like other therapeutic professions, uses specialized, personalized, and standardized interventions to address key goals. We also collaborate closely with physical therapy and occupational therapy and speech-language pathologists to ensure that patients in neurorehabilitation receive the best possible treatment. Various professions are invited to participate in the brain music therapy programed and use components of this work into their treatment as long as it is within their area of practice.

Conclusion

However, it is dependent on a number of things, including the style of music, the listener's pleasure of the music, and even the listener's musical ability.

When listening to neutral music, however, musically trained students performed better on learning tasks, probably because this style of music was less distracting and simpler to ignore. If music tends to distract us, we could benefit from learning in quiet or with neutral music playing in the background. Additional findings suggest that when individuals learning a new language practiced singing new words and phrases rather than just normal or rhythmic speech, they improved their knowledge and abilities.