Scatter plot of the improvement in the rhythm reproduction task (accuracy After training—accuracy Before training) and the improvement in the Phonemic blending task (accuracy After training—accuracy Before training).

<p>The ellipse contains the non-outlying data. The grey line represents the best linear fit to the remaining data (Spearman skipped correlation, [<a href="http://www.plosone.org/article/info:doi/10.1371/journal.pone.0138715#pone.0138715.ref047" target="_blank">47</a>]). The shadow represents the 95% bootstrap CI.</p

Summary of results before and after training in WISC III Subtests, Auditory attention test, Self Esteem Competence Scale and Musical tasks.

<p>The column “Larger effect of music training” reports whether or not there is a larger and significant improvement in the music training group compared to the painting group (p value<0.05), except in the Block design test wherein the improvement is larger for the Painting group (+). When this is not the case (ns, p>0.05), significant main effects of session are reported (* = p<0.05; ** = p<0.01; *** = p<0.001), pointing to an equal improvement of both groups. The standard deviation from the mean is reported in parenthesis.</p><p>Summary of results before and after training in WISC III Subtests, Auditory attention test, Self Esteem Competence Scale and Musical tasks.</p

Effects of music and painting training on accuracy in the phonemic blending (a) and rhythm reproduction (b) tasks, before and after training.

<p>Error bars indicate the standard error of the mean. Values are z-score normalized.</p

Flow chart illustrating participants’ recruitment and experimental design.

<p>Flow chart illustrating participants’ recruitment and experimental design.</p