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Markevich M, Rebreikina A, Logvinenko T, Grigorenko EL, Sysoeva O. How does musical rhythm influence grammatical processing at the neurophysiological level? Neuroreport 2024; 35:915-920. [PMID: 39166391 DOI: 10.1097/wnr.0000000000002081] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/22/2024]
Abstract
Numerous behavioral studies have demonstrated a rhythmic priming effect (RPE) on grammatical processing using grammaticality judgment tasks (GJT), where participants performed better following regular rhythmic sequences compared to baseline conditions or irregular rhythmic sequences (i.e. auditory rhythmic sequences with violated metrical structure). Only a few studies, however, have explored neurophysiological RPE in grammatical processing. Such neurophysiological investigations have been limited to GJT presented auditorily, have been primarily focused on the French- and German-speaking adult participants, and have rarely used baseline nonpriming conditions. The objective of the present study was to investigate neurophysiological correlates of the RPE in the GJT presented in visual modality. In the current study, we registered a 128-channel electroencephalogram while Russian-speaking adolescents performed a visual GJT, where each sentence was presented word by word in a self-paced manner. Before each experimental block, participants listened to regular rhythmic sequences, irregular rhythmic sequences, or silence. We observed that the late negativity in the event-related potential was larger for the ungrammatical condition compared to the grammatical condition only after the presentation of irregular rhythmic sequences. This effect, referred to as the N600 component in previous research, has been associated with increased cognitive complexity. In conclusion, results suggest that exposure to irregular rhythmic stimulation may lead to increased cognitive demand. This is attributed to the complexity associated with concurrently executing the GJT and managing rhythmic disruption, consequently increasing the strain on working memory resources.
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Affiliation(s)
- Maksim Markevich
- Center for Cognitive Sciences, Sirius University of Science and Technology, Sirius, Krasnodar Region, Russia
| | - Anna Rebreikina
- Center for Cognitive Sciences, Sirius University of Science and Technology, Sirius, Krasnodar Region, Russia
- Laboratory of Human Higher Nervous Activity, Institute of Higher Nervous Activity and Neurophysiology of RAS, Moscow, Russia
| | - Tatiana Logvinenko
- Department of Child and Adolescent Psychiatry and Psychotherapy, University Hospital, Ludwig Maximilian University of Munich, Munich, Germany
| | - Elena L Grigorenko
- Center for Cognitive Sciences, Sirius University of Science and Technology, Sirius, Krasnodar Region, Russia
- Department of Psychology, University of Houston, Houston, Texas, USA
| | - Olga Sysoeva
- Center for Cognitive Sciences, Sirius University of Science and Technology, Sirius, Krasnodar Region, Russia
- Laboratory of Human Higher Nervous Activity, Institute of Higher Nervous Activity and Neurophysiology of RAS, Moscow, Russia
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Fiveash A, Ladányi E, Camici J, Chidiac K, Bush CT, Canette LH, Bedoin N, Gordon RL, Tillmann B. Regular rhythmic primes improve sentence repetition in children with developmental language disorder. NPJ SCIENCE OF LEARNING 2023; 8:23. [PMID: 37429839 PMCID: PMC10333339 DOI: 10.1038/s41539-023-00170-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/18/2022] [Accepted: 06/07/2023] [Indexed: 07/12/2023]
Abstract
Recently reported links between rhythm and grammar processing have opened new perspectives for using rhythm in clinical interventions for children with developmental language disorder (DLD). Previous research using the rhythmic priming paradigm has shown improved performance on language tasks after regular rhythmic primes compared to control conditions. However, this research has been limited to effects of rhythmic priming on grammaticality judgments. The current study investigated whether regular rhythmic primes could also benefit sentence repetition, a task requiring proficiency in complex syntax-an area of difficultly for children with DLD. Regular rhythmic primes improved sentence repetition performance compared to irregular rhythmic primes in children with DLD and with typical development-an effect that did not occur with a non-linguistic control task. These findings suggest processing overlap for musical rhythm and linguistic syntax, with implications for the use of rhythmic stimulation for treatment of children with DLD in clinical research and practice.
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Affiliation(s)
- Anna Fiveash
- Lyon Neuroscience Research Center, CNRS, UMR 5292, INSERM U1028, F-69000, Lyon, France.
- University of Lyon 1, Lyon, France.
- The MARCS Institute for Brain, Behaviour and Development, Western Sydney University, Sydney, Australia.
| | - Enikő Ladányi
- Department of Otolaryngology - Head & Neck Surgery, Vanderbilt University Medical Center, Nashville, TN, USA.
- Department of Linguistics, University of Potsdam, Potsdam, Germany.
| | - Julie Camici
- Lyon Neuroscience Research Center, CNRS, UMR 5292, INSERM U1028, F-69000, Lyon, France
- University of Lyon 1, Lyon, France
| | - Karen Chidiac
- Lyon Neuroscience Research Center, CNRS, UMR 5292, INSERM U1028, F-69000, Lyon, France
- University of Lyon 1, Lyon, France
| | - Catherine T Bush
- Department of Otolaryngology - Head & Neck Surgery, Vanderbilt University Medical Center, Nashville, TN, USA
| | - Laure-Hélène Canette
- Lyon Neuroscience Research Center, CNRS, UMR 5292, INSERM U1028, F-69000, Lyon, France
- University of Lyon 1, Lyon, France
| | - Nathalie Bedoin
- Lyon Neuroscience Research Center, CNRS, UMR 5292, INSERM U1028, F-69000, Lyon, France
- University of Lyon 1, Lyon, France
- University of Lyon 2, Lyon, F-69000, France
| | - Reyna L Gordon
- Department of Otolaryngology - Head & Neck Surgery, Vanderbilt University Medical Center, Nashville, TN, USA
- Vanderbilt Brain Institute, Vanderbilt University, Nashville, TN, USA
- Vanderbilt Genetics Institute, Vanderbilt University, Nashville, TN, USA
- Vanderbilt Kennedy Center, Vanderbilt University Medical Center, Nashville, TN, USA
| | - Barbara Tillmann
- Lyon Neuroscience Research Center, CNRS, UMR 5292, INSERM U1028, F-69000, Lyon, France
- University of Lyon 1, Lyon, France
- Laboratory for Research on Learning and Development, LEAD - CNRS UMR5022, Université de Bourgogne, Dijon, France
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3
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You got rhythm, or more: The multidimensionality of rhythmic abilities. Atten Percept Psychophys 2022; 84:1370-1392. [PMID: 35437703 PMCID: PMC9614186 DOI: 10.3758/s13414-022-02487-2] [Citation(s) in RCA: 12] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/25/2022] [Indexed: 11/08/2022]
Abstract
Humans have a remarkable capacity for perceiving and producing rhythm. Rhythmic competence is often viewed as a single concept, with participants who perform more or less accurately on a single rhythm task. However, research is revealing numerous sub-processes and competencies involved in rhythm perception and production, which can be selectively impaired or enhanced. To investigate whether different patterns of performance emerge across tasks and individuals, we measured performance across a range of rhythm tasks from different test batteries. Distinct performance patterns could potentially reveal separable rhythmic competencies that may draw on distinct neural mechanisms. Participants completed nine rhythm perception and production tasks selected from the Battery for the Assessment of Auditory Sensorimotor and Timing Abilities (BAASTA), the Beat Alignment Test (BAT), the Beat-Based Advantage task (BBA), and two tasks from the Burgundy best Musical Aptitude Test (BbMAT). Principal component analyses revealed clear separation of task performance along three main dimensions: production, beat-based rhythm perception, and sequence memory-based rhythm perception. Hierarchical cluster analyses supported these results, revealing clusters of participants who performed selectively more or less accurately along different dimensions. The current results support the hypothesis of divergence of rhythmic skills. Based on these results, we provide guidelines towards a comprehensive testing of rhythm abilities, including at least three short tasks measuring: (1) rhythm production (e.g., tapping to metronome/music), (2) beat-based rhythm perception (e.g., BAT), and (3) sequence memory-based rhythm processing (e.g., BBA). Implications for underlying neural mechanisms, future research, and potential directions for rehabilitation and training programs are discussed.
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Fiveash A, Burger B, Canette LH, Bedoin N, Tillmann B. When Visual Cues Do Not Help the Beat: Evidence for a Detrimental Effect of Moving Point-Light Figures on Rhythmic Priming. Front Psychol 2022; 13:807987. [PMID: 35185727 PMCID: PMC8855071 DOI: 10.3389/fpsyg.2022.807987] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/02/2021] [Accepted: 01/10/2022] [Indexed: 11/13/2022] Open
Abstract
Rhythm perception involves strong auditory-motor connections that can be enhanced with movement. However, it is unclear whether just seeing someone moving to a rhythm can enhance auditory-motor coupling, resulting in stronger entrainment. Rhythmic priming studies show that presenting regular rhythms before naturally spoken sentences can enhance grammaticality judgments compared to irregular rhythms or other baseline conditions. The current study investigated whether introducing a point-light figure moving in time with regular rhythms could enhance the rhythmic priming effect. Three experiments revealed that the addition of a visual cue did not benefit rhythmic priming in comparison to auditory conditions with a static image. In Experiment 1 (27 7–8-year-old children), grammaticality judgments were poorer after audio-visual regular rhythms (with a bouncing point-light figure) compared to auditory-only regular rhythms. In Experiments 2 (31 adults) and 3 (31 different adults), there was no difference in grammaticality judgments after audio-visual regular rhythms compared to auditory-only irregular rhythms for either a bouncing point-light figure (Experiment 2) or a swaying point-light figure (Experiment 3). Comparison of the observed performance with previous data suggested that the audio-visual component removed the regular prime benefit. These findings suggest that the visual cues used in this study do not enhance rhythmic priming and could hinder the effect by potentially creating a dual-task situation. In addition, individual differences in sensory-motor and social scales of music reward influenced the effect of the visual cue. Implications for future audio-visual experiments aiming to enhance beat processing, and the importance of individual differences will be discussed.
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Affiliation(s)
- Anna Fiveash
- Lyon Neuroscience Research Center, CNRS, UMR 5292, INSERM, U1028, Lyon, France
- University of Lyon 1, Lyon, France
- *Correspondence: Anna Fiveash,
| | - Birgitta Burger
- Institute for Systematic Musicology, University of Hamburg, Hamburg, Germany
| | - Laure-Hélène Canette
- Lyon Neuroscience Research Center, CNRS, UMR 5292, INSERM, U1028, Lyon, France
- University of Lyon 1, Lyon, France
- University of Burgundy, F-21000, LEAD-CNRS UMR 5022, Dijon, France
| | - Nathalie Bedoin
- Lyon Neuroscience Research Center, CNRS, UMR 5292, INSERM, U1028, Lyon, France
- University of Lyon 1, Lyon, France
- University of Lyon 2, Lyon, France
| | - Barbara Tillmann
- Lyon Neuroscience Research Center, CNRS, UMR 5292, INSERM, U1028, Lyon, France
- University of Lyon 1, Lyon, France
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Chang A, Bedoin N, Canette LH, Nozaradan S, Thompson D, Corneyllie A, Tillmann B, Trainor LJ. Atypical beta power fluctuation while listening to an isochronous sequence in dyslexia. Clin Neurophysiol 2021; 132:2384-2390. [PMID: 34454265 DOI: 10.1016/j.clinph.2021.05.037] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/11/2020] [Revised: 04/22/2021] [Accepted: 05/31/2021] [Indexed: 11/29/2022]
Abstract
OBJECTIVE Developmental dyslexia is a reading disorder that features difficulties in perceiving and tracking rhythmic regularities in auditory streams, such as speech and music. Studies on typical healthy participants have shown that power fluctuations of neural oscillations in beta band (15-25 Hz) reflect an essential mechanism for tracking rhythm or entrainment and relate to predictive timing and attentional processes. Here we investigated whether adults with dyslexia have atypical beta power fluctuation. METHODS The electroencephalographic activities of individuals with dyslexia (n = 13) and typical control participants (n = 13) were measured while they passively listened to an isochronous tone sequence (2 Hz presentation rate). The time-frequency neural activities generated from auditory cortices were analyzed. RESULTS The phase of beta power fluctuation at the 2 Hz stimulus presentation rate differed and appeared opposite between individuals with dyslexia and controls. CONCLUSIONS Atypical beta power fluctuation might reflect deficits in perceiving and tracking auditory rhythm in dyslexia. SIGNIFICANCE These findings extend our understanding of atypical neural activities for tracking rhythm in dyslexia and could inspire novel methods to objectively measure the benefits of training, and predict potential benefit of auditory rhythmic rehabilitation programs on an individual basis.
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Affiliation(s)
- Andrew Chang
- Department of Psychology, Neuroscience and Behaviour, McMaster University, Hamilton, ON L8S 4K1, Canada
| | - Nathalie Bedoin
- CNRS, UMR5292, INSERM, U1028, Lyon Neuroscience Research Center, IMPACT Team, Bron, France; University Lyon 1, Villeurbanne, France; University Lyon 2, Bron, France
| | - Laure-Helene Canette
- University Lyon 1, Villeurbanne, France; CNRS, UMR5292, INSERM, U1028, Lyon Neuroscience Research Center, Auditory Cognition and Psychoacoustics Team, Bron, France
| | - Sylvie Nozaradan
- The MARCS Institute for Brain, Behaviour and Development, Western Sydney University, Locked Bag 1797, Penrith, NSW 2751, Australia; Institute of Neuroscience (IONS), Université catholique de Louvain (UCL), Avenue Mounier 53, Woluwe-Saint-Lambert, 1200, Belgium
| | - Dave Thompson
- Department of Psychology, Neuroscience and Behaviour, McMaster University, Hamilton, ON L8S 4K1, Canada; McMaster Institute for Music and the Mind, McMaster University, Hamilton, ON L8S 4K1, Canada; Rotman Research Institute, Baycrest Hospital, Toronto, ON M6A 2E1, Canada
| | - Alexandra Corneyllie
- University Lyon 1, Villeurbanne, France; CNRS, UMR5292, INSERM, U1028, Lyon Neuroscience Research Center, Auditory Cognition and Psychoacoustics Team, Bron, France
| | - Barbara Tillmann
- University Lyon 1, Villeurbanne, France; CNRS, UMR5292, INSERM, U1028, Lyon Neuroscience Research Center, Auditory Cognition and Psychoacoustics Team, Bron, France.
| | - Laurel J Trainor
- Department of Psychology, Neuroscience and Behaviour, McMaster University, Hamilton, ON L8S 4K1, Canada; McMaster Institute for Music and the Mind, McMaster University, Hamilton, ON L8S 4K1, Canada; Rotman Research Institute, Baycrest Hospital, Toronto, ON M6A 2E1, Canada.
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Aksoy M, Ufodiama CE, Bateson AD, Martin S, Asghar AUR. A comparative experimental study of visual brain event-related potentials to a working memory task: virtual reality head-mounted display versus a desktop computer screen. Exp Brain Res 2021; 239:3007-3022. [PMID: 34347129 PMCID: PMC8536609 DOI: 10.1007/s00221-021-06158-w] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2021] [Accepted: 06/19/2021] [Indexed: 11/20/2022]
Abstract
Virtual reality head mounted display (VR HMD) systems are increasingly utilised in combination with electroencephalography (EEG) in the experimental study of cognitive tasks. The aim of our investigation was to determine the similarities/differences between VR HMD and the computer screen (CS) in response to an n-back working memory task by comparing visual electrophysiological event-related potential (ERP) waveforms (N1/P1/P3 components). The same protocol was undertaken for VR HMD and CS with participants wearing the same EEG headcap. ERP waveforms obtained with the VR HMD environment followed a similar time course to those acquired in CS. The P3 mean and peak amplitudes obtained in VR HMD were not significantly different to those obtained in CS. In contrast, the N1 component was significantly higher in mean and peak amplitudes for the VR HMD environment compared to CS at the frontal electrodes. Significantly higher P1 mean and peak amplitudes were found at the occipital region compared to the temporal for VR HMD. Our results show that successful acquisition of ERP components to a working memory task is achievable by combining VR HMD with EEG. In addition, the higher amplitude N1/P1 components seen in VR HMD indicates the potential utility of this VR modality in the investigation of early ERPs. In conclusion, the combination of VR HMD with EEG/ERP would be a useful approach to advance the study of cognitive function in experimental brain research.
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Affiliation(s)
- Murat Aksoy
- Centre for Anatomical and Human Sciences, Hull York Medical School, University of Hull, Hull, HU6 7RX, UK
| | - Chiedu E Ufodiama
- Centre for Anatomical and Human Sciences, Hull York Medical School, University of Hull, Hull, HU6 7RX, UK
| | - Anthony D Bateson
- Department of Engineering, Faculty Science and Engineering, University of Hull, Cottingham Road, Hull, HU6 7RX, UK
| | - Stewart Martin
- School of Education and Social Sciences, University of Hull, Cottingham Road, Hull, HU6 7RX, UK
| | - Aziz U R Asghar
- Centre for Anatomical and Human Sciences, Hull York Medical School, University of Hull, Hull, HU6 7RX, UK.
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7
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Ladányi E, Lukács Á, Gervain J. Does rhythmic priming improve grammatical processing in Hungarian-speaking children with and without developmental language disorder? Dev Sci 2021; 24:e13112. [PMID: 34060171 PMCID: PMC8530934 DOI: 10.1111/desc.13112] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/03/2019] [Revised: 12/18/2020] [Accepted: 03/23/2021] [Indexed: 11/30/2022]
Abstract
Research has described several features shared between musical rhythm and speech or language, and experimental studies consistently show associations between performance on tasks in the two domains as well as impaired rhythm processing in children with language disorders. Motivated by these results, in the current study our first aim was to explore whether a short exposure to a regular musical rhythm (i.e., rhythmic priming) can improve subsequent grammatical processing in preschool‐aged Hungarian‐speaking children with and without developmental language disorder (DLD). Second, we investigated whether rhythmic priming is specific to grammar processing by assessing priming in two additional domains: a linguistic but non‐grammatical task (picture naming) and a non‐linguistic task (nonverbal Stroop task). Third, to confirm that the rhythmic priming effect originates from the facilitating effect of the regular rhythm and not the negative effect of the control condition, we added a third condition, silence, for all the three tasks. Both groups of children showed better performance on the grammaticality judgment task in the regular compared to both the irregular and the silent conditions but no such effect appeared in the non‐grammatical and non‐linguistic tasks. These results suggest that (1) rhythmic priming can improve grammatical processing in Hungarian, a language with complex morphosyntax, both in children with and without DLD, (2) the effect is specific to grammar and (3) is a result of the facilitating effect of the regular rhythm. These results could motivate further research about integrating rhythmic priming into traditional speech‐language therapy. A video abstract of this article can be viewed at https://youtu.be/zKzGuIjZyvU.
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Affiliation(s)
- Enikő Ladányi
- Integrative Neuroscience and Cognition Center (UMR8002), CNRS, Paris, France.,Integrative Neuroscience and Cognition Center (UMR8002), Université de Paris, Paris, France.,Department of Otolaryngology-Head & Neck Surgery, Vanderbilt University Medical Center, Nashville, Tennessee, USA
| | - Ágnes Lukács
- Department of Cognitive Science, Budapest University of Technology and Economics, Budapest, Hungary.,MTA-BME Momentum Language Acquisition Research Group, Eötvös Loránd Research Network (ELKH), Budapest, Hungary
| | - Judit Gervain
- Integrative Neuroscience and Cognition Center (UMR8002), CNRS, Paris, France.,Integrative Neuroscience and Cognition Center (UMR8002), Université de Paris, Paris, France.,Department of Developmental Psychology and Socialization, University of Padua, Padua, Italy
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8
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Hande V, Hegde S. Deficits in musical rhythm perception in children with specific learning disabilities. NeuroRehabilitation 2021; 48:187-193. [PMID: 33664156 DOI: 10.3233/nre-208013] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
BACKGROUND A specific learning disability comes with a cluster of deficits in the neurocognitive domain. Phonological processing deficits have been the core of different types of specific learning disabilities. In addition to difficulties in phonological processing and cognitive deficits, children with specific learning disability (SLD) are known to have deficits in more innate non-language-based skills like musical rhythm processing. OBJECTIVES This paper reviews studies in the area of musical rhythm perception in children with SLD. An attempt was made to throw light on beneficial effects of music and rhythm-based intervention and their underlying mechanism. METHODS A hypothesis-driven review of research in the domain of rhythm deficits and rhythm-based intervention in children with SLD was carried out. RESULTS A summary of the reviewed literature highlights that music and language processing have shared neural underpinnings. Children with SLD in addition to difficulties in language processing and other neurocognitive deficits are known to have deficits in music and rhythm perception. This is explained in the background of deficits in auditory skills, perceptuo-motor skills and timing skills. Attempt has been made in the field to understand the effect of music training on the children's auditory processing and language development. Music and rhythm-based intervention emerges as a powerful intervention method to target language processing and other neurocognitive functions. Future studies in this direction are highly underscored. CONCLUSIONS Suggestions for future research on music-based interventions have been discussed.
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Affiliation(s)
- Vasudha Hande
- PhD Scholar, Clinical Neuropsychology and Cognitive Neurosciences Center and Music Cognition Laboratory, Department of Clinical Psychology, National Institute of Mental Health and Neuro Sciences, Bengaluru, India
| | - Shantala Hegde
- Associate Professor and Wellcome DBT India Alliance Intermediate Fellow, Clinical Neuropsychology and Cognitive Neurosciences Center and Music Cognition Laboratory, Department of Clinical Psychology, National Institute of Mental Health and Neuro Sciences, Bengaluru, India
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What you hear first, is what you get: Initial metrical cue presentation modulates syllable detection in sentence processing. Atten Percept Psychophys 2021; 83:1861-1877. [PMID: 33709327 DOI: 10.3758/s13414-021-02251-y] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/14/2021] [Indexed: 11/08/2022]
Abstract
Auditory rhythms create powerful expectations for the listener. Rhythmic cues with the same temporal structure as subsequent sentences enhance processing compared with irregular or mismatched cues. In the present study, we focus on syllable detection following matched rhythmic cues. Cues were aligned with subsequent sentences at the syllable (low-level cue) or the accented syllable (high-level cue) level. A different group of participants performed the task without cues to provide a baseline. We hypothesized that unaccented syllable detection would be faster after low-level cues, and accented syllable detection would be faster after high-level cues. There was no difference in syllable detection depending on whether the sentence was preceded by a high-level or low-level cue. However, the results revealed a priming effect of the cue that participants heard first. Participants who heard a high-level cue first were faster to detect accented than unaccented syllables, and faster to detect accented syllables than participants who heard a low-level cue first. The low-level-first participants showed no difference between detection of accented and unaccented syllables. The baseline experiment confirmed that hearing a low-level cue first removed the benefit of the high-level grouping structure for accented syllables. These results suggest that the initially perceived rhythmic structure influenced subsequent cue perception and its influence on syllable detection. Results are discussed in terms of dynamic attending, temporal context effects, and implications for context effects in neural entrainment.
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Orpella J, Ripollés P, Ruzzoli M, Amengual JL, Callejas A, Martinez-Alvarez A, Soto-Faraco S, de Diego-Balaguer R. Integrating when and what information in the left parietal lobe allows language rule generalization. PLoS Biol 2020; 18:e3000895. [PMID: 33137084 PMCID: PMC7660506 DOI: 10.1371/journal.pbio.3000895] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/17/2019] [Revised: 11/12/2020] [Accepted: 09/18/2020] [Indexed: 11/18/2022] Open
Abstract
A crucial aspect when learning a language is discovering the rules that govern how words are combined in order to convey meanings. Because rules are characterized by sequential co-occurrences between elements (e.g., “These cupcakes are unbelievable”), tracking the statistical relationships between these elements is fundamental. However, purely bottom-up statistical learning alone cannot fully account for the ability to create abstract rule representations that can be generalized, a paramount requirement of linguistic rules. Here, we provide evidence that, after the statistical relations between words have been extracted, the engagement of goal-directed attention is key to enable rule generalization. Incidental learning performance during a rule-learning task on an artificial language revealed a progressive shift from statistical learning to goal-directed attention. In addition, and consistent with the recruitment of attention, functional MRI (fMRI) analyses of late learning stages showed left parietal activity within a broad bilateral dorsal frontoparietal network. Critically, repetitive transcranial magnetic stimulation (rTMS) on participants’ peak of activation within the left parietal cortex impaired their ability to generalize learned rules to a structurally analogous new language. No stimulation or rTMS on a nonrelevant brain region did not have the same interfering effect on generalization. Performance on an additional attentional task showed that this rTMS on the parietal site hindered participants’ ability to integrate “what” (stimulus identity) and “when” (stimulus timing) information about an expected target. The present findings suggest that learning rules from speech is a two-stage process: following statistical learning, goal-directed attention—involving left parietal regions—integrates “what” and “when” stimulus information to facilitate rapid rule generalization. This study uses repetitive transcranial stimulation to show that learning language rules from speech is a two-stage process; following statistical learning, goal-directed attention (involving left parietal regions) integrates "what" and "when" stimulus information to facilitate rapid rule generalization.
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Affiliation(s)
- Joan Orpella
- Cognition and Brain Plasticity Unit, IDIBELL, L’Hospitalet de Llobregat, Spain
- Dept of Cognition Development and Educational Psychology, University of Barcelona, Barcelona, Spain
- Institute of Neuroscience, University of Barcelona, Barcelona, Spain
- Department of Psychology, New York University, New York, New York, United States of America
| | - Pablo Ripollés
- Department of Psychology, New York University, New York, New York, United States of America
- Music and Auditory Research Laboratory (MARL), New York University, New York, New York, United States of America
- Center for Language, Music and Emotion (CLaME), New York University, New York, New York, United States of America
| | - Manuela Ruzzoli
- Center for Brain and Cognition, Departament de Tecnologies de la Informació i les Comunicacions, Universitat Pompeu Fabra, Barcelona, Spain
- Institute of Neuroscience and Psychology, University of Glasgow, Glasgow, United Kingdom
| | - Julià L. Amengual
- Centre de Neuroscience Cognitive Marc Jeannerod, CNRS UMR 5229, Université Claude Bernard Lyon I, Bron, France
| | - Alicia Callejas
- Cognition and Brain Plasticity Unit, IDIBELL, L’Hospitalet de Llobregat, Spain
- Departamento de Psicología Experimental, Facultad de Psicología y Centro de Investigación Mente, Cerebro y Comportamiento, Universidad de Granada, Granada, Spain
| | - Anna Martinez-Alvarez
- Cognition and Brain Plasticity Unit, IDIBELL, L’Hospitalet de Llobregat, Spain
- Dept of Cognition Development and Educational Psychology, University of Barcelona, Barcelona, Spain
- Institute of Neuroscience, University of Barcelona, Barcelona, Spain
- Department of Developmental Psychology and Socialization, University of Padua, Italy
| | - Salvador Soto-Faraco
- Music and Auditory Research Laboratory (MARL), New York University, New York, New York, United States of America
- ICREA, Barcelona, Spain
| | - Ruth de Diego-Balaguer
- Cognition and Brain Plasticity Unit, IDIBELL, L’Hospitalet de Llobregat, Spain
- Dept of Cognition Development and Educational Psychology, University of Barcelona, Barcelona, Spain
- Institute of Neuroscience, University of Barcelona, Barcelona, Spain
- ICREA, Barcelona, Spain
- * E-mail:
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11
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Ladányi E, Persici V, Fiveash A, Tillmann B, Gordon RL. Is atypical rhythm a risk factor for developmental speech and language disorders? WILEY INTERDISCIPLINARY REVIEWS. COGNITIVE SCIENCE 2020; 11:e1528. [PMID: 32244259 PMCID: PMC7415602 DOI: 10.1002/wcs.1528] [Citation(s) in RCA: 60] [Impact Index Per Article: 15.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/06/2019] [Revised: 03/07/2020] [Accepted: 03/09/2020] [Indexed: 01/07/2023]
Abstract
Although a growing literature points to substantial variation in speech/language abilities related to individual differences in musical abilities, mainstream models of communication sciences and disorders have not yet incorporated these individual differences into childhood speech/language development. This article reviews three sources of evidence in a comprehensive body of research aligning with three main themes: (a) associations between musical rhythm and speech/language processing, (b) musical rhythm in children with developmental speech/language disorders and common comorbid attentional and motor disorders, and (c) individual differences in mechanisms underlying rhythm processing in infants and their relationship with later speech/language development. In light of converging evidence on associations between musical rhythm and speech/language processing, we propose the Atypical Rhythm Risk Hypothesis, which posits that individuals with atypical rhythm are at higher risk for developmental speech/language disorders. The hypothesis is framed within the larger epidemiological literature in which recent methodological advances allow for large-scale testing of shared underlying biology across clinically distinct disorders. A series of predictions for future work testing the Atypical Rhythm Risk Hypothesis are outlined. We suggest that if a significant body of evidence is found to support this hypothesis, we can envision new risk factor models that incorporate atypical rhythm to predict the risk of developing speech/language disorders. Given the high prevalence of speech/language disorders in the population and the negative long-term social and economic consequences of gaps in identifying children at-risk, these new lines of research could potentially positively impact access to early identification and treatment. This article is categorized under: Linguistics > Language in Mind and Brain Neuroscience > Development Linguistics > Language Acquisition.
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Affiliation(s)
- Enikő Ladányi
- Department of Otolaryngology, Vanderbilt University Medical Center, Nashville, Tennessee, USA
| | - Valentina Persici
- Department of Otolaryngology, Vanderbilt University Medical Center, Nashville, Tennessee, USA.,Department of Psychology, Università degli Studi di Milano - Bicocca, Milan, Italy.,Vanderbilt Brain Institute, Vanderbilt University, Nashville, Tennessee, USA
| | - Anna Fiveash
- Lyon Neuroscience Research Center, Auditory Cognition and Psychoacoustics Team, CRNL, INSERM, University of Lyon 1, U1028, CNRS, UMR5292, Lyon, France
| | - Barbara Tillmann
- Lyon Neuroscience Research Center, Auditory Cognition and Psychoacoustics Team, CRNL, INSERM, University of Lyon 1, U1028, CNRS, UMR5292, Lyon, France
| | - Reyna L Gordon
- Department of Otolaryngology, Vanderbilt University Medical Center, Nashville, Tennessee, USA.,Vanderbilt Brain Institute, Vanderbilt University, Nashville, Tennessee, USA.,Vanderbilt Genetics Institute, Vanderbilt University, Nashville, Tennessee, USA.,Vanderbilt Kennedy Center, Vanderbilt University Medical Center, Nashville, Tennessee, USA
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