Musical training-induced plasticity reflects melodic rather than instrumental expertise
Musical training produces behavioral gains that extend beyond the practiced context. Yet, it is unclear whether such generalization is accompanied by broadly transferable neural changes or whether training-induced plasticity remains tied to the specific features of the learned material. In this study, 80 musically naive adults completed four piano-training sessions and underwent functional MRI before and after training. Twenty untrained participants served as passive controls. Participants performed a passive listening task in which they listened to the trained melody (Fur Elise) and an untrained melody (Ode to Joy), each played on a trained musical instrument (piano) and an untrained musical instrument (saxophone). Following training, participants demonstrated improved accuracy and rhythmic performance when playing an unfamiliar melody, indicating behavioral generalization. Training-induced neural changes, however, were predominantly associated with the learned melodic content. Listening to Fur Elise elicited increased activity in the intraparietal and supplementary motor cortex and in the cerebellum, as well as decreased activity in the superior temporal cortex. Consistently, pre- and post-training scans were most accurately classified based on brain activity to Fur Elise played on piano or saxophone, rather than brain response to Ode to Joy, suggesting that neural reorganization was driven more strongly by the practiced melody than by the trained instrumental timbre. Training also enhanced the neural separability of both melodic and instrumental information. Critically, pre-training responses to Fur Elise played on the piano predicted subsequent playing accuracy, whereas pre-training sensitivity to instrumental timbre predicted rhythmic performance in a novel melodic context. Together, these findings suggest that while acquired musical skills behaviorally transfer to novel material, practice-induced functional plasticity remains predominantly melody-specific. We conclude that musical skill acquisition reflects complementary contributions of pre-existing neural characteristics and learning-induced plasticity, with baseline auditory representations potentially supporting successful behavioral transfer.