Examining Links Between Music-Induced Physiological Response, Active Engagement with Music, and Musical Competence

The present study investigated the links between music-induced physiological response and active engagement with music to understand individual differences in musical competence. Building on McPherson and Williamon's differentiated model of musical giftedness and talent as the theoretical foundation, the study treated individuals’ music-induced physiological response as an indicator of natural abilities. Active engagement with music represented the developmental process, while musical competence reflected individuals’ ability to perceive, remember, and distinguish musical rhythms and melodies. The sample included 203 adults. Music-induced physiological response was measured using event-related skin conductance responses. Active engagement was evaluated through self-reports of musical behaviors, including music listening, music instrument playing, and music training. Musical competence was assessed using computerized adaptive tests of musical listening. Correlation and path analyses revealed a link between music-induced physiological response and music listening, but not with music instrument playing or music training. In addition, the self-reported musical behaviors were interconnected. Finally, music instrument playing and music training were linked to musical competence. The findings suggested that individuals’ music-induced physiological response can influence music-listening behaviors, which in turn are related to music instrument playing and music training. Moreover, the results indicated that playing a musical instrument and receiving music training contribute to higher musical competence.