Ruth, N., Tsigeman, E., Likhanov, M., Kovas, Y., & Müllensiefen, D. (2023). Personality and engagement with music: Results from network modeling in three adolescent samples. Psychology of Music. https://doi.org/10.1177/03057356221135346
Anstee, L., Müllensiefen, D. & Harrison, P. (2022). Handedness and musical abilities in secondary school students. Poster presented at sempre 50th anniversary conference, University of London.
Müllensiefen, D., Elvers, P. & Frieler, K. (2022). Musical development during adolescence: Perceptual skills, cognitive resources, and musical training. Annals of the New York Academy of Sciences. https://doi.org/10.1111/nyas.14911
Lippolis, M., Müllensiefen, D., Frieler, K., Matarrelli, B., Vuust, P., Cassibba, R., Brattico, E. (2022). Learning to play a musical instrument in the middle school is associated with superior audiovisual working memory and fluid intelligence: A cross-sectional behavioral study. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.982704
Müllensiefen, D., Frieler, K., Kopiez, R. (2022) The development of cognitive and musical abilities: Preliminary results of the LongGold Study. Talk presented at the 38th annual meeting of the German Society for Music Psychology, Würzburg, Germany.
Labonde, P., Müllensiefen, D. (2022) Determinanten und Verläufe musikalischer Begabung im Jugendalter. [Determinants and trajectories of musical talent in adolescence] Zeitschrift für Erziehungswissenschaft. https://doi.org/10.1007/s11618-022-01111-1
Pausch, V., Müllensiefen, D. & Kopiez, R. (2022). Musikalischer g-Faktor oder multiple Faktoren? Struktur und Leistungskennwerte der musikalischen Hörfähigkeit von Jugendlichen. [Musical g Factor or Multiple Factors? Structure and Norms of Musical Ability of Adolescents]. Jahrbuch Musikpsychologie, 30. https://doi.org/10.5964/jbdgm.89
Lin, H-R., Kopiez, R., Müllensiefen, D., Hasselhorn, J. (2022). Predicting academic achievement in music in secondary schools: The role of personality and self-theories of musicality. Psychology of Music. doi:10.1177/03057356211073479
Ruth, N. & Müllensiefen, D. (2021) Survival of musical activities. When do young people stop making music? PLoS ONE 16(11): e0259105. https://doi.org/10.1371/journal.pone.0259105
Müllensiefen, D. (2021). Working Memory, Intelligence, Music Perception, and Musical Training: Development during Adolescence. Presentation given at The Neurosciences and Music VII, Aarhus, Denmark.
Lin, H.-R., Kopiez, R., & Müllensiefen, D. (2021). The Role of Musical Training and Gender in the Development of Musical Ability of Secondary School Children. Poster presented at joint ICMPC/ESCOM conference 2021, Sheffield, UK.
Leddy, H., Bertello, L., Fiedler, D., Jone Bartoli, A., Müllensiefen, D. (2021). Musical activity and its relationships with theory of intelligence, social and academic self-concept, and school engagement. Presentation given at joint ICMPC/ESCOM conference 2021, Sheffield, UK.
Leddy, H., Bertello, L., Fiedler, D., Jone Bartoli, A., & Müllensiefen, D. (2021). Musical and physical activities and their relationships with school engagement, social and academic self-concepts and theory of intelligence. Poster presented at the conference of the British Society for Psychology, Psychology of Education Section annual conference.
Labonde, P. & Müllensiefen, D. (2021). Determinants and trajectories of musically able individuals during adolescence. Poster presented at the annual conference of the German Society of Music Psychology. [In German]
Eisinger, M. (2021). Struktur Subjektiver Theorien über Musikalität und Validierung eines Messinstruments. [Structure of Theory of Musicality and Validation of a Measuring Instrument]. Jahrbuch Musikpsychologie, 30. https://doi.org/10.5964/jbdgm.93
Brandon, J. & Ruth, N. (2021). Music & Mind. Music and Adolescent Brain Development in the Classroom. Presentation given at the online Festival of Education, UK.
Müllensiefen, D. & Harrison, P. (2020). The impact of music on adolescents’ cognitive and socio-emotional learning. In J. Harrington, J. Beale, A. Fancourt & C. Lutz (Eds.), The ‘BrainCanDo’ Handbook of Teaching and Learning, (pp. 222-239). London: Routledge.
Ruth, N. & Müllensiefen, D. (2020). Associations between musical preferences and personality in female secondary school students. Psychomusicology, online first.
Pausch, V., Müllensiefen, D., & Kopiez, R. (2019). Structure and benchmarks of musical abilities during adolescence. First results from the longitudinal project LongGold. Talk presented at the 35th annual meeting of the German Society for Music Psychology, Eichstätt, Germany. [in German]
Lin, H.-R., Hasselhorn, J., Müllensiefen, D., & Kopiez, R. (2019). Predicting academic achievement in music from personality and theory of musicality. Poster presented at the 35th annual meeting of the German Society for Music Psychology, Eichstätt, Germany. [in German]
Eisinger, M., Fiedler, D. & Müllensiefen, D. (2018). The relationships of theory of intelligence and musicality with concurrent musical activities and training, academic and social self-concept as well as non-verbal intelligence and overall academic performance. Presentation given at joint ICMPC/ESCOM conference 2018, Graz, Austria.
Müllensiefen, D. (2018). The effects of Musical Activity on academic achievement: How to use music to develop a growth mindset. Presentation given at the annual BrainCanDo conference, Reading, UK.
Elvers, P. & Müllensiefen, D. (2018). Development of Musical Abilities. Presentation given at joint ICMPC/ESCOM conference 2018, Graz, Austria.
Müllensiefen, D. (2017). LongGold: A Longitudinal Study on the Development of Musical Abilities during Adolescence. Presentation given at the 33rd annual meeting of the German Society for Music Psychology.
Müllensiefen, D., Schapiro, R., Harrison, P., Bashir, Z., & Fancourt, A. (2017). Musical Abilities and Academic Achievement – What Makes the Difference? Poster presented at the ESCOM 2017 conference. Ghent, Belgium.
Müllensiefen, D., Harrison, P., Caprini, F., & Fancourt, A. (2015). Investigating the importance of self-theories of intelligence and musicality for students’ academic and musical achievement. Frontiers in Psychology, 6:1702. doi: 10.3389/fpsyg.2015.01702
longgold.org 