Comparison of cognitive flexibility between individuals who are playing instruments and not playing instruments

Studies showed that taking well disciplined musical education and playing instruments regularly make contributions to cognitive, social and emotional development of individuals. The aim of this study is comparing cognitive flexibility between the students from music department of the university who can play instruments professionally and students from other faculties who can not play instruments, and to investigate the relationship between environmental variables such as age at the beginning of playing instruments, whether or not there is an individual who is playing any instrument in the family, and the average duration of playing the instruments. Participants whose ages change between 18 and 25 were recruited from Çukurova and Mersin Universities. In total, 86 students 41 of the participants were from music department and 45 of them from other faculties participated in this study. Data were analyzed by using descriptive statistical techniques, Shapiro Wilk Normality Test, Pearson Correlation Test and independent sample t-test analysis. The results were expressed as mean, standard deviation, min-max, n and percentage. Data were analyzed by using SPSS 24.0 statistical package program. The data obtained as a result of the research showed that The Cognitive Flexibility Scale, respectively total, control and alternatives sub-dimensions scores of the conservatory students who can play the instrument (84,49; 27,12; 57,37), were significantly higher than the scores of other faculty students who did not play instruments (71.20; 19.33; 51.86). (p <0.001). In the study, the effect of cognitive flexibility on the age of starting to play the instrument, the total cognitive flexibility score of early childhood, the absence of other people who can play the instrument in the family, and the daily instrument playing time and cognitive flexibility did not differ significantly (p> 0.05).