I managed to find 1 more on RG, thanks to RG for facilitating my research.  This article may be better.  It doesn't matter if the journal article is recent or old.

Article Persistent patterns of brain activity: An EEG coherence stud...

This paper doesn't have a full text.  I requested a full text, that's what I can do!  Anyway, thanks RG.

Article Benefits of Music Training Are Widespread and Lifelong A Bib...

you can read the following article may you can take benefit

http://brain.oxfordjournals.org/content/129/10/2528.full

The idea that music makes us smarter has received considerable attention from scholars and the media. I read a nice book a while ago which I recommend

Ostrander, S., Schroeder, L., & Ostrander, N. (1995). Superlearning 2000: New, Triple-Fast Ways You Can Learn, Earn, and Succeed in the 21st Century: Dell.

The book shows that how the right kind of music can enhance learning.

I have attached some references and link related to the subject

Schlaug, G., Norton, A., Overy, K., & Winner, E. (2005). Effects of music training on the child's brain and cognitive development. Annals of the New York Academy of Sciences, 1060(1), 219-230.

Campbell, D. (2000). The Mozart Effect [R] for Children: Awakening Your Child's Mind, Health, and Creativity with Music. HarperCollins Publishers, 10 East 53rd Street, New York, NY 10022; Web site: http://www. harpercollins. com (US, $25; Canada, $39.50).

Bodner, M., Muftuler, L. T., Nalcioglu, O., & Shaw, G. L. (2001). FMRI study relevant to the Mozart effect: brain areas involved in spatial–temporal reasoning. Neurological research, 23(7), 683-690.

Schellenberg, E. G. (2004). Music lessons enhance IQ. Psychological Science, 15(8), 511-514.

Stough, C., Kerkin, B., Bates, T., & Mangan, G. (1994). Music and spatial IQ. Personality and Individual Differences, 17(5), 695.

http://pss.sagepub.com/content/15/8/511.short

http://content2.learntoday.info/shu/PS520/media/Music%20and%20IQ.pdf

http://gopher.nypl.org/sites/default/files/music_brain.pdf

Thanks @Behrouz, Mudhir: 'Ability to read music was associated with higher mean scores for both ANT and LMI over time. Early- to midlife musical training may be associated with improved late-life episodic and semantic memory as well as a useful marker of cognitive reserve.'

Thanks, I found one more that's very relevant.

Musical Training Shapes Structural Brain Development

(Krista L. Hyde 1 , Jason Lerch 2 , Andrea Norton 4 , Marie Forgeard 4 , Ellen Winner 3 , Alan C. Evans 1 , and Gottfried Schlaug 4)

'Long-term instrumental music training is an intense, multisensory, and motor experience and offers an ideal opportunity to study structural brain plasticity in the developing brain in correlation with behavioral changes induced by training. Here we demonstrate structural brain changes after only 15 months of musical training in early childhood, which were correlated with improvements in musically relevant motor and auditory skills. These findings shed light on brain plasticity and suggest that structural brain differences in adult experts (whether musicians or experts in other areas) are likely due to training-induced brain plasticity.'

http://www.jneurosci.org/content/29/10/3019.abstract

Agree with the previous comments: work by Dr. Schlaug et al.

Dear Miranda,

Here you are some interesting resources:

http://www.musicianbrain.com/papers/Schlaug_Music_Child_Brain_NYAS2005.pdf

http://www.musicianbrain.com/papers/Hyde_MusicTraining_BrainPlasticity_nyas_04852.pdf

http://www.acefitness.org/certifiednews/images/article/pdfs/musicstudy.pdf

http://charris.ucsd.edu/SchererZentner.pdf

http://graphics8.nytimes.com/packages/pdf/business/LESIUKarticle2005.pdf

http://thecmf.org/pdfs/Article-1.pdf

http://public.psych.iastate.edu/dgentile/106027_08.pdf

http://jclauson.com/msqa/term_papers/effects_of_music_on_task_performance.pdf

@Miranda - You can browse following reference through I-net that may solve your purpose:

Abrams, R. M., Griffith, K. & Huang, X., (1998). Fetal music perception: The role of sound transmission. Music Perception, 15, 307-317.

Aldridge, D., Gustorff, D., & Neugebauer, L. (1995). A preliminary study of creative musictherapy in the treatment of children with developmental delay. Arts in Psychotherapy, 22(3), 189-205.

Altenmüller, E., Gruhn, W., Parlitz, D., & Kahrs, J. (1996). Music learning produces changes inbrain activation patterns: A longitudinal DC-EEG study. International Journal of Applied Music, 1(1), 28-33.

Balch, W. R, Bowman, K., & Mohler, L. A. (1992). Music-dependent memory in immediate and delayed word recall. Memory and Cognition, 20(1), 21-28.

Boltz, M., Schulkind, M., Kantra, S. (1991). Effects of background music on the remembering offilmed events. Memory and Cognition, 19(6), 593 606.

Brittin, R. V. (1996). Listeners' preference for music of other cultures: Comparing responses modes. Journal of Research in Music Education, 44(4), 328 340.

Butzlaff, R. (2000). Can music be used to teach reading? Journal of Aesthetic Education, 34(3/4), 167-178.

Campbell, P. S. (1991). Rhythmic movement and public school music education: Conservative and progressive views of the formative years. Journal of research in Music Education, 39(1), 12-22.

Coggiola, J. C. (2004). The effect of conceptual advancement in jazz music selections and jazz experience on musicians' aesthetic response. Journal of Research in Music Education, 52(1), 29 42.

Ebie, B. D. (1998). Can music help? A qualitative investigation of two music educators’ views on the role of music in the lives of at-risk students. Contributions to Music Education, 25(2), 63-78.

Force, B. (1983). The effect of mainstreaming on the learning of on-retarded children in an elementary classroom. Journal of Music Therapy, 25, 2-16.

Gilbert, J. P. (1981). Motoric music skill development in young children: A longitudinal investigation. Psychology of Music, 9(1), 21-25.

Halsband, U., Binkofski, F., & Camp, M. (1994). The role of the perception of rhythmic grouping in musical performance: Evidence from motor-skill development in piano playing. Music Perception, 11(3), 265-288

Johnson, C. M., & Darrow, A. A. (2003). Attitudes of junior high school music students from Italy and the USA toward individuals with a disability. Bulletin of the Council for Research in Music Education, 155. 33-43.

Best Wishes

Thanks dear friends.  Dear Andras, Yogesh et al., recently I decided to include some of this type of papers into my literature review for my papers on mnemonics.  that work is on-going.  Thanks for your collection.  When I searched RG, I got a few good papers and many unrelated papers.  And the message: 'Not what you want?  Ask on Q and A.'  That was great advice indeed.

This is very interesting for me too, as music is my favorite and the how the brain feels it is one of the most attractive thing I want to do.

HI Dongqin, join us.  We are the science teachers, researchers who love music!  For the brain, music is 'food for thought and growth'.

Sure, thank all of you for share all these valuable knowledge. Join? No doubt!

:-)

Please check these:

Music is present in all cultures since prehistoric times, but still it is not clear what the source of gratification that we feel listening. Two newly published studies now contribute to shed light on the brain mechanisms involved in the joy of music.

As you can read in "Science", Valorie N. Salimpoor and colleagues at the Montreal Neurological Institute of McGill University have analyzed the neural processes of volunteers who listened to the first few songs. To give way to the experimenters to assess the degree of pleasure evoked by the music, the subjects participated in a kind of auction in which they could make an offer to listen to a particular song.

"Viewing the activity of a particular brain area, the nucleus accumbens, which is involved in reward, it was possible to reliably predict whether subjects would have offered money to listen to a song," says Salimpoor. The involvement of the nucleus accumbens confirms recent indications of the fact that the emotional effect of music would activate mechanisms of expectation and anticipation of a stimulus desirable, mediated by the neurotransmitter dopamine when it comes to a song already familiar, the mechanism of leave would be evoked mental anticipation of the passages most enjoyable. In the search for Salimpoor colleagues, however, the music was not known, but functional magnetic resonance imaging showed that the activated areas and dopaminergic mediation were the same as those of well-known songs. The cause, according to the researchers, is an "implicit knowledge" of music, obtained over the years and internalize the structure of the music characteristic of a certain culture.

The activity of the nucleus accumbens, also, is not isolated, but also involves the auditory cortex, which stores information on the sounds and the music during the test, as the piece was rewarding, the more intense was the cross-communication between the different brain regions. This result supports the idea that the ability to appreciate music refers not only to the emotional aspects, but also on assessments of cognitive character.

Still on the subject of brain reactions to music, Vinod Menon and colleagues at Stanford University School of Medicine, authors of an article published in the "European Journal of Neuroscience," have shown that listening to classical music evokes a unique pattern of activation of areas of the brain in spite of the differences between people.

The team recorded the activation of different brain regions of volunteers who listened to the music of William Boyce, an English composer of the eighteenth century, or pieces of "pseudo-music", ie sequences of auditory stimuli obtained by altering the songs Boyce with appropriate algorithms by the computer. The reaserchers identified a distributed network of brain structures whose activity levels followed a similar pattern in all subjects while listening to music, but not in that of the pseudo-music.

"In our study we have shown for the first time that, despite individual differences, classical music evokes in subjects other than one very consistent pattern of activity in various structures of the frontoparietal cortex, including those involved in the planning of movement, memory and attention, "says Menon. These regions, in particular, participated each with its own activation rate to the development of what was being heard, helping to make sense, with its own specific contribution to the overall structure of the music.

Particularly curious is the preferential activation of the centers of motor planning in response to the music but not the pseudo-music: according to the authors, it is a "neural correlate" of the spontaneous tendency to accompany listening to music with body movements, as in the dance, or simply clapping his hands.

I red with particular interest these two papers which well summarize the mucic/brain interaction. And let me understand what is happening when I am listening to a favourite music. I do not know whether similar mechanisms are activated when I enjoy to  write, play and sing my songs. Many of you know that this is one of my hobbies.

Why do you need journals when you feel the positive effects yourself? Is there a fundamental difference between personal experiences and empirical research published by others?

Dear @Miranda, sorry for late response, I am still in hurry! I am not going to attach the Journal's names, but  good article on "How Music Affects Us and Promotes Health", where many good Journals are cited, see ,for example, references 11-17,...etc. Wish You a success in your doings!

http://www.emedexpert.com/tips/music.shtml

Hi : Mr.Almond, of Rice University,  proposes that music underlies the acquisition of language. the full text of the theory paper, visit http://www.frontiersin.org/Auditory_Cognitive_Neuroscience/10.3389/fpsyg.2012.00327/abstract.

This seems to further explore a study  (forgive me ,I don't have the source) in which prenatal infants of French and German speaking mothers were born and, within a few days postpartum, were able to differentiate between the two languages,

In both cases it appears that we hear and learn the "music of our languages" way before we understand the words and meanings. 

So music has an impact on the language centers of the brain and eventually on our language ability

I don't know of any articles per se but do know that music is very effective for use with autism spectrum disordered children. You may want to go this route.   I also have heard  that with individuals who are skilled in music, the music becomes like a language and is also registered in the brain as a language.  I heard  this from a neuropsychological professor, but don't have any knowledge about any resources for this information.

I. Roden, G. Kreutz, S. Bongard, "Effects of a school-based instrumental music program on verbal and visual memory in primary school children: a longitudinal study."

There are a lot of relevant references in the bibliography.

Frontiers in psychology has several research papers in psycho-acoustics.  http://journal.frontiersin.org

—g

Thanks for this info, dear Cecilia. 

@Marcel, recently 1 reviewer commented that my 'music mnemonics added to the students' burden to remember things!  Remembering is the lowest level of Bloom's taxonomy'.  I don't want to say much about such a comment.  But now I'm well armed with arguments.  Thanks for all soft copies and links.

Dear friends, thanks for the links.  It's just the softcopies that I can have and use.  (You already know why.)

@Enzo, I'm glad several people including us are enjoying the stuff we get here :)  Yes, when I did my research on music preferences, Familiarity with the music was the variable that correlated very highly with preference.  You are saying the same.

'The involvement of the nucleus accumbens confirms recent indications of the fact that the emotional effect of music would activate mechanisms of expectation and anticipation of a stimulus desirable, mediated by the neurotransmitter dopamine when it comes to a song already familiar, the mechanism of leave would be evoked mental anticipation of the passages most enjoyable. '

I believe in music. I ask to read the data in the article. Good arguments.

You may also want to check out Oliver Sacks' book Musicophilia: http://www.amazon.com/Musicophilia-Tales-Revised-Expanded-Edition/dp/1400033535

Check Daniel Levitin's publications: http://www.daniellevitin.org/

as well as links and publications submitted or quoted by Brain Facts http://www.brainfacts.org/

http://en.bookfi.org/book/1243956

Thanks Vladimir, Hristina et al., I got the 2 links.  Very good arguments indeed @Vladimir.  Thanks to all of you.  Now, I'm well armed to argue (politely) with reviewers.  (I couldn't get into some of the other links.  It's not your fault, it's probably my organization that blocked many sites including FB and LI.)

When you hear great music and magical voice, the truth and love triumphant. Please, open files at Attachment.

This is an article in the Journal of the Royal Society of Medicine which briefly discusses "The Mozart Effect" in several experimental settings:

Article The Mozart Effect

I found the article on the internet, and it is also evidently available on ResearchGate.

Dear Nancy,

I think this is a good place to start a discussion; however, I would hesitate to trust that Mozart claim, mainly because it is so class and ethnically specific. I think the anthropological and cognitive psych communities are interrogating Mozart claims for brain development. Basically, the most useful are studies of pan-cultural musical benefits that seem to hold across cultures. The commercial self-help industry really ran with the Mozart claim well beyond what is credible in a number of fields. Hype does not = scientific evidence.

Question of EXPERIMENTAL VALIDITY any researcher might apply here. That is, am I measuring what I claim to be measuring or something else entirely?

Does this finding of benefit adequately account for the difference income of families who sit their children in front of Mozart musical stimulating devices? (Implication being that they may be doing a whole host of other enrichment activities that lower SES cannot do). So all this spurious Mozart benefit might be is a measure of familial income.

Lynn Waterhouse (2006) Inadequate Evidence for Multiple Intelligences, Mozart Effect, and Emotional Intelligence Theories, Educational Psychologist, 41:4, 247-255, DOI: 10.1207/s15326985ep4104_5

McKelvie, P., & Low, J. (2002). Listening to Mozart does not improve children's spatial ability: Final curtains for the Mozart effect. British journal of developmental psychology, 20(2), 241-258.

Mixed results--MAYBE--music lessons do something good:

Black, S. L. (2005). Hath Music Charms to Boost the Average IQ?. Scientific Review Of Mental Health Practice, 4(2).

IQ IS One of the Usual Suspects, don't forget

Don't forget that the mental construct of IQ is itself under serious challenge for its rather "eugenics" origin as a way to classify and keep out unwanted immigrants from the US in the early 20th C. A separate discussion. But see Stephen J. Gould's The Mismeasure of Man for that topic.

Might be better to start with lit review on those terms

music

IQ

intelligence

PS: For a break from all this, you might wish to view the hilarious British Quiz show QI (on Amazon BritBox and maybe some on YouTube.)

Dear sister Miranda Yeoh , you were lookng for a journal, but it was long time ago. You may look in this journal Frontiers in Neuroscience.

https://www.frontiersin.org/journals/neuroscience

Next link brings you many related articles in this area on music and its effects. You may find 212 articles and four influential researchers in this topic.

https://www.frontiersin.org/search/journal/neuroscience?query=music&tab=top-results&origin=https%3A%2F%2Fwww.frontiersin.org%2Fjournals%2Fneuroscience

Tinkling the ivories boosts your brain

Playing a musical instrument is associated with a sharper mind later in life. And the instrument matters: in a study of people over 40 in the United Kingdom, “keyboard and, to a lesser extent, brass instrument play was strongly associated with better working memory, with executive function favoured in woodwind players”. “Our brain is a muscle like anything else and it needs to be exercised,” says dementia researcher and co-author Anne Corbett...

https://www.bbc.com/news/health-68105868