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Young adults with attention-deficit/hyperactivity disorder who play an instrument may outperform their non-musical peers on a range of cognitive tasks, according to new research published in Psychological Research. The study found that adults with ADHD who had received long-term training in piano or guitar showed stronger performance on measures of attention, memory, processing speed, and executive functioning. These results suggest that learning and practicing an instrument could support cognitive skills that are typically challenging for individuals with ADHD.
ADHD is a common neurodevelopmental condition marked by difficulties with attention, hyperactivity, and impulse control. It often persists into adulthood, where it can affect academic achievement, occupational functioning, and relationships. Although many treatment strategies focus on medication and behavioral therapy, there is growing interest in non-traditional interventions that might strengthen the underlying cognitive processes affected by the disorder.
Music, with its known benefits for brain plasticity, memory, and emotional regulation, has emerged as a promising candidate. While past studies have shown that music training can enhance brain development in children and support cognitive health in older adults, research specifically focused on individuals with ADHD remains limited—especially among adults. This new study sought to close that gap by examining whether musical training is associated with cognitive improvements in young adults diagnosed with ADHD.
The author of the study, Sivan Raz, recruited 94 participants between the ages of 18 and 35, all of whom had a formal diagnosis of ADHD. The sample included two groups: 48 musicians who had played either piano or guitar for at least five years, and 46 non-musicians with no formal training. Both groups were carefully matched on age, sex, education level, and socioeconomic background. Importantly, none of the participants were taking ADHD medication during the study period.
To assess cognitive performance, participants completed a battery of standardized tests. These included the Digit-Symbol Coding and Symbol Search tests to evaluate processing speed and attention, the Digit Span test to assess memory and auditory recall, and a task-switching test to measure cognitive flexibility and executive control. They also completed a Continuous Performance Test designed to gauge sustained attention and impulse control.
Across nearly every measure, the musicians outperformed the non-musicians. On the Digit-Symbol Coding and Symbol Search tests, musicians scored significantly higher, suggesting faster information processing and better visual attention. They also had stronger performance on the Digit Span test, both in the forward and backward conditions, indicating enhanced working memory and auditory recall. These results align with earlier studies linking music training to improvements in memory systems and processing efficiency.
The switching task revealed additional advantages for the musician group. Although musicians responded more slowly than non-musicians on more difficult “switch” trials, they made fewer errors and showed greater consistency in their reaction times. This pattern suggests they were more deliberate and less impulsive in their responses—an encouraging sign, given that impulsivity is a core difficulty in ADHD. In this case, slower responses reflected a more thoughtful, controlled approach rather than a deficit.
The Continuous Performance Test supported these findings. Musicians committed significantly fewer commission errors, which occur when participants respond when they should withhold action. Because commission errors reflect poor impulse control, the reduced error rate in the musician group suggests enhanced inhibitory functioning. In contrast, the differences in other measures of sustained attention and variability were more modest and did not reach statistical significance.
Together, these results offer support for the idea that musical training is linked to improvements in cognitive skills that are typically impaired in people with ADHD. These skills include attention regulation, memory, information processing, and executive control—abilities that are essential for managing daily life, achieving academic success, and functioning well in work and social settings.
Raz pointed out that these effects are likely tied to the demands of instrumental practice. Playing an instrument involves sustained focus, memory, motor coordination, and the ability to process complex auditory and visual information. Over time, these mental workouts may strengthen the brain circuits involved in attention and executive function. Prior brain imaging research has shown that musicians tend to have structural differences in brain regions linked to control and regulation, such as the prefrontal cortex and cerebellum—areas that are also implicated in ADHD.
Although the study used a cross-sectional design rather than a randomized experiment, Raz took steps to control for alternative explanations. The two groups were matched on several key variables, including educational background and symptom severity, and the statistical analyses corrected for multiple comparisons.But the authors acknowledge that causality cannot be firmly established. It’s possible that individuals with better cognitive control are more likely to stick with musical training over time, rather than music being the cause of those improvements.
The study also did not distinguish between different subtypes of ADHD, such as predominantly inattentive or hyperactive-impulsive presentations. Future research could explore whether certain musical instruments or types of training are more beneficial for specific symptom profiles. Longitudinal studies that follow individuals over time as they begin and continue musical training would also help clarify the direction of the relationship. Including neuroimaging techniques could shed light on the brain changes that accompany these cognitive differences.
Despite these limitations, the findings support the idea that instrumental music training could be a valuable supplement to existing ADHD treatments. The fact that some participants began playing music after the age of 17 suggests that it’s not too late for individuals with ADHD to benefit from musical practice. Integrating structured music programs into therapeutic settings—particularly those focused on cognitive training—could offer a rewarding, non-stigmatizing way to improve functioning in people with ADHD.
The study, “Enhancing cognitive abilities in young adults with ADHD through instrumental music training: a comparative analysis of musicians and non‑musicians,” was published November 13, 2024.
