Neural correlates of cross-modal affective priming by music in Williams syndrome

Individual differences in neural markers of beat processing relate to spoken grammar skills in six-year-old children

Based on the idea that neural entrainment establishes regular attentional fluctuations that facilitate hierarchical processing in both music and language, we hypothesized that individual differences in syntactic (grammatical) skills will be partly explained by patterns of neural responses to musical rhythm. To test this hypothesis, we recorded neural activity using electroencephalography (EEG) while children (N = 25) listened passively to rhythmic patterns that induced different beat percepts. Analysis of evoked beta and gamma activity revealed that individual differences in the magnitude of neural responses to rhythm explained variance in six-year-olds' expressive grammar abilities, beyond and complementarily to their performance in a behavioral rhythm perception task. These results reinforce the idea that mechanisms of neural beat entrainment may be a shared neural resource supporting hierarchical processing across music and language and suggest a relevant marker of the relationship between rhythm processing and grammar abilities in elementary-school-age children, previously observed only behaviorally.

Music in the Middle: A Culture-Cognition-Mediator Model of Musical Functionality

Music is both universal, appearing in every known human culture, and culture-specific, often defying intelligibility across cultural boundaries. This duality has been the source of debate within the broad community of music researchers, and there have been significant disagreements both on the ontology of music as an object of study and the appropriate epistemology for that study. To help resolve this tension, I present a culture-cognition-mediator model that situates music as a mediator in the mutually constitutive cycle of cultures and selves representing the ways individuals both shape and are shaped by their cultural environments. This model draws on concepts of musical grammars and schema, contemporary theories in developmental and cultural psychology that blur the distinction between nature and nurture, and recent advances in cognitive neuroscience. Existing evidence of both directions of causality is presented, providing empirical support for the conceptual model. The epistemological consequences of this model are discussed, specifically with respect to transdisciplinarity, hybrid research methods, and several potential empirical applications and testable predictions as well as its import for broader ontological conversations around the evolutionary origins of music itself.

The priming effects of emotional vocal expressions on face encoding and recognition: An ERP study

Previous studies have suggested that emotional primes, presented as visual stimuli, influence face memory (e.g., encoding and recognition). However, due to stimulus-associated issues, whether emotional primes affect face encoding when the priming stimuli are presented in an auditory modality remains controversial. Moreover, no studies have investigated whether the effects of emotional auditory primes are maintained in later stages of face memory, such as face recognition. To address these issues, participants in the present study were asked to memorize angry and neutral faces. The faces were presented after a simple nonlinguistic interjection expressed with angry or neutral prosodies. Subsequently, participants completed an old/new recognition task in which only faces were presented. Event-related potential (ERP) results showed that during the encoding phase, all faces preceded by an angry vocal expression elicited larger N170 responses than faces preceded by a neutral vocal expression. Angry vocal expression also enhanced the late positive potential (LPP) responses specifically to angry faces. In the subsequent recognition phase, preceding angry vocal primes reduced early LPP responses to both angry and neutral faces and late LPP responses specifically to neutral faces. These findings suggest that the negative emotion of auditory primes influenced face encoding and recognition.

Neurophysiological Correlates of Dynamic Beat Tracking in Individuals With Williams Syndrome

BACKGROUND

Williams syndrome (WS) is a neurodevelopmental disorder characterized by hypersociability, heightened auditory sensitivities, attention deficits, and strong musical interests despite differences in musical skills. Behavioral studies have reported that individuals with WS exhibit variable beat and rhythm perception skills.

METHODS

We sought to investigate the neural basis of beat tracking in individuals with WS using electroencephalography. Twenty-seven adults with WS and 16 age-matched, typically developing control subjects passively listened to musical rhythms with accents on either the first or second tone of the repeating pattern, leading to distinct beat percepts.

RESULTS

Consistent with the role of beta and gamma oscillations in rhythm processing, individuals with WS and typically developing control subjects showed strong evoked neural activity in both the beta (13-30 Hz) and gamma (31-55 Hz) frequency bands in response to beat onsets. This neural response was somewhat more distributed across the scalp for individuals with WS. Compared with typically developing control subjects, individuals with WS exhibited significantly greater amplitude of auditory evoked potentials (P1-N1-P2 complex) and modulations in evoked alpha (8-12 Hz) activity, reflective of sensory and attentional processes. Individuals with WS also exhibited markedly stable neural responses over the course of the experiment, and these responses were significantly more stable than those of control subjects.

CONCLUSIONS

These results provide neurophysiological evidence for dynamic beat tracking in WS and coincide with the atypical auditory phenotype and attentional difficulties seen in this population.

Auditory affective processing, musicality, and the development of misophonic reactions

Misophonia can be characterized both as a condition and as a negative affective experience. Misophonia is described as feeling irritation or disgust in response to hearing certain sounds, such as eating, drinking, gulping, and breathing. Although the earliest misophonic experiences are often described as occurring during childhood, relatively little is known about the developmental pathways that lead to individual variation in these experiences. This literature review discusses evidence of misophonic reactions during childhood and explores the possibility that early heightened sensitivities to both positive and negative sounds, such as to music, might indicate a vulnerability for misophonia and misophonic reactions. We will review when misophonia may develop, how it is distinguished from other auditory conditions (e.g., hyperacusis, phonophobia, or tinnitus), and how it relates to developmental disorders (e.g., autism spectrum disorder or Williams syndrome). Finally, we explore the possibility that children with heightened musicality could be more likely to experience misophonic reactions and develop misophonia.

A neurodevelopmental disorders perspective into music, social attention, and social bonding

Our commentary addresses how two neurodevelopmental disorders, Williams syndrome and autism spectrum disorder, provide novel insights into the credible signaling and music and social bonding hypotheses presented in the two target articles. We suggest that these neurodevelopmental disorders, characterized by atypical social communication, allow us to test hypotheses about music, social bonding, and their underlying neurobiology.

An EEG investigation of alpha and beta activity during resting states in adults with Williams syndrome

Background

Williams syndrome (WS) is neurodevelopmental disorder characterised by executive deficits of attention and inhibitory processing. The current study examined the neural mechanisms during resting states in adults with WS in order to investigate how this subserves the attention and inhibitory deficits associated with the syndrome.

Method

Adopting electroencephalography (EEG) methodology, cortical electrical activity was recorded from eleven adults with WS aged 35 + years during Eyes Closed (EC) and Eyes Open (EO) resting states, and compared to that of thirteen typically developing adults matched for chronological age (CA) and ten typically developing children matched for verbal mental ability (MA). Using mixed-design analyses of variance (ANOVA), analyses focused on the full alpha (8–12.5 Hz), low-alpha (8–10 Hz), upper-alpha (10–12.5 Hz), and beta (13–29.5 Hz) bands, as these are thought to have functional significance with attentional and inhibitory processes.

Results

No significant difference in alpha power were found between the WS and CA groups across all analyses, however a trend for numerically lower alpha power was observed in the WS group, consistent with other developmental disorders characterised by attentional/inhibitory deficits such as Attention Deficit Hyperactivity Disorder (ADHD). In contrast, comparable beta power between the WS and CA groups during both EC/EO conditions suggests that their baseline EEG signature is commensurate with successful attentional processing, though this needs to be interpreted with caution due to the small sample size. Analyses also revealed an unusual trend for low variability in the EEG signature of the WS group, which contradicts the heterogeneity typically observed behaviourally.

Conclusions

This novel finding of low variability in the EEG spectra in the WS group has been previously associated with poor behavioural performance in ADHD and is highly informative, highlighting future research needs to also consider how the role of low variability in the EEG profile of WS manifests in relation to their behavioural and cognitive profiles.

Enhanced Memory for Vocal Melodies in Autism Spectrum Disorder and Williams Syndrome

Adults and children with typical development (TD) remember vocal melodies (without lyrics) better than instrumental melodies, which is attributed to the biological and social significance of human vocalizations. Here we asked whether children with autism spectrum disorder (ASD), who have persistent difficulties with communication and social interaction, and adolescents and adults with Williams syndrome (WS), who are highly sociable, even indiscriminately friendly, exhibit a memory advantage for vocal melodies like that observed in individuals with TD. We tested 26 children with ASD, 26 adolescents and adults with WS of similar mental age, and 26 children with TD on their memory for vocal and instrumental (piano, marimba) melodies. After exposing them to 12 unfamiliar folk melodies with different timbres, we required them to indicate whether each of 24 melodies (half heard previously) was old (heard before) or new (not heard before) during an unexpected recognition test. Although the groups successfully distinguished the old from the new melodies, they differed in overall memory. Nevertheless, they exhibited a comparable advantage for vocal melodies. In short, individuals with ASD and WS show enhanced processing of socially significant auditory signals in the context of music. LAY SUMMARY: Typically developing children and adults remember vocal melodies better than instrumental melodies. In this study, we found that children with Autistic Spectrum Disorder, who have severe social processing deficits, and children and adults with Williams syndrome, who are highly sociable, exhibit comparable memory advantages for vocal melodies. The results have implications for musical interventions with these populations.

Music as a coevolved system for social bonding

Why do humans make music? Theories of the evolution of musicality have focused mainly on the value of music for specific adaptive contexts such as mate selection, parental care, coalition signaling, and group cohesion. Synthesizing and extending previous proposals, we argue that social bonding is an overarching function that unifies all of these theories, and that musicality enabled social bonding at larger scales than grooming and other bonding mechanisms available in ancestral primate societies. We combine cross-disciplinary evidence from archaeology, anthropology, biology, musicology, psychology, and neuroscience into a unified framework that accounts for the biological and cultural evolution of music. We argue that the evolution of musicality involves gene-culture coevolution, through which proto-musical behaviors that initially arose and spread as cultural inventions had feedback effects on biological evolution due to their impact on social bonding. We emphasize the deep links between production, perception, prediction, and social reward arising from repetition, synchronization, and harmonization of rhythms and pitches, and summarize empirical evidence for these links at the levels of brain networks, physiological mechanisms, and behaviors across cultures and across species. Finally, we address potential criticisms and make testable predictions for future research, including neurobiological bases of musicality and relationships between human music, language, animal song, and other domains. The music and social bonding (MSB) hypothesis provides the most comprehensive theory to date of the biological and cultural evolution of music.

From random to regular: neural constraints on the emergence of isochronous rhythm during cultural transmission

A core design feature of human communication systems and expressive behaviours is their temporal organization. The cultural evolutionary origins of this feature remain unclear. Here, we test the hypothesis that regularities in the temporal organization of signalling sequences arise in the course of cultural transmission as adaptations to aspects of cortical function. We conducted two experiments on the transmission of rhythms associated with affective meanings, focusing on one of the most widespread forms of regularity in language and music: isochronicity. In the first experiment, we investigated how isochronous rhythmic regularities emerge and change in multigenerational signalling games, where the receiver (learner) in a game becomes the sender (transmitter) in the next game. We show that signalling sequences tend to become rhythmically more isochronous as they are transmitted across generations. In the second experiment, we combined electroencephalography (EEG) and two-player signalling games over 2 successive days. We show that rhythmic regularization of sequences can be predicted based on the latencies of the mismatch negativity response in a temporal oddball paradigm. These results suggest that forms of isochronicity in communication systems originate in neural constraints on information processing, which may be expressed and amplified in the course of cultural transmission.

Cross-Modal Priming Effect of Rhythm on Visual Word Recognition and Its Relationships to Music Aptitude and Reading Achievement

Recent evidence suggests the existence of shared neural resources for rhythm processing in language and music. Such overlaps could be the basis of the facilitating effect of regular musical rhythm on spoken word processing previously reported for typical children and adults, as well as adults with Parkinson’s disease and children with developmental language disorders. The present study builds upon these previous findings by examining whether non-linguistic rhythmic priming also influences visual word processing, and the extent to which such cross-modal priming effect of rhythm is related to individual differences in musical aptitude and reading skills. An electroencephalogram (EEG) was recorded while participants listened to a rhythmic tone prime, followed by a visual target word with a stress pattern that either matched or mismatched the rhythmic structure of the auditory prime. Participants were also administered standardized assessments of musical aptitude and reading achievement. Event-related potentials (ERPs) elicited by target words with a mismatching stress pattern showed an increased fronto-central negativity. Additionally, the size of the negative effect correlated with individual differences in musical rhythm aptitude and reading comprehension skills. Results support the existence of shared neurocognitive resources for linguistic and musical rhythm processing, and have important implications for the use of rhythm-based activities for reading interventions.

Williams Syndrome and Music: A Systematic Integrative Review

Background: Researchers and clinicians have often cited a strong relationship between individuals with Williams syndrome (WS) and music. This review systematically identified, analyzed, and synthesized research findings related to WS and music.

Methods: Thirty-one articles were identified that examined this relationship and were divided into seven areas. This process covered a diverse array of methodologies, with aims to: (1) report current findings; (2) assess methodological quality; and (3) discuss the potential implications and considerations for the clinical use of music with this population.

Results: Results indicate that individuals with WS demonstrate a high degree of variability in skill and engagement in music, presenting with musical skills that are more in line with their cognitive abilities than chronological age (CA). Musical strengths for this population appear to be based more in musicality and expressivity than formal musical skills, which are expressed through a heightened interest in music, a greater propensity toward musical activities, and a heightened emotional responsiveness to music. Individuals with WS seem to conserve the overall structure of musical phrases better than they can discriminate or reproduce them exactly. The affinity for music often found in this population may be rooted in atypical auditory processing, autonomic irregularities, and differential neurobiology.

Conclusions: More studies are needed to explore how this affinity for music can be harnessed in clinical and educational interventions.

A Systematic Review for Human EEG Brain Signals Based Emotion Classification, Feature Extraction, Brain Condition, Group Comparison

The study of electroencephalography (EEG) signals is not a new topic. However, the analysis of human emotions upon exposure to music considered as important direction. Although distributed in various academic databases, research on this concept is limited. To extend research in this area, the researchers explored and analysed the academic articles published within the mentioned scope. Thus, in this paper a systematic review is carried out to map and draw the research scenery for EEG human emotion into a taxonomy. Systematically searched all articles about the, EEG human emotion based music in three main databases: ScienceDirect, Web of Science and IEEE Xplore from 1999 to 2016. These databases feature academic studies that used EEG to measure brain signals, with a focus on the effects of music on human emotions. The screening and filtering of articles were performed in three iterations. In the first iteration, duplicate articles were excluded. In the second iteration, the articles were filtered according to their titles and abstracts, and articles outside of the scope of our domain were excluded. In the third iteration, the articles were filtered by reading the full text and excluding articles outside of the scope of our domain and which do not meet our criteria. Based on inclusion and exclusion criteria, 100 articles were selected and separated into five classes. The first class includes 39 articles (39%) consists of emotion, wherein various emotions are classified using artificial intelligence (AI). The second class includes 21 articles (21%) is composed of studies that use EEG techniques. This class is named 'brain condition'. The third class includes eight articles (8%) is related to feature extraction, which is a step before emotion classification. That this process makes use of classifiers should be noted. However, these articles are not listed under the first class because these eight articles focus on feature extraction rather than classifier accuracy. The fourth class includes 26 articles (26%) comprises studies that compare between or among two or more groups to identify and discover human emotion-based EEG. The final class includes six articles (6%) represents articles that study music as a stimulus and its impact on brain signals. Then, discussed the five main categories which are action types, age of the participants, and number size of the participants, duration of recording and listening to music and lastly countries or authors' nationality that published these previous studies. it afterward recognizes the main characteristics of this promising area of science in: motivation of using EEG process for measuring human brain signals, open challenges obstructing employment and recommendations to improve the utilization of EEG process.

Cultural Transmission and Evolution of Melodic Structures in Multi-generational Signaling Games

It has been proposed that languages evolve by adapting to the perceptual and cognitive constraints of the human brain, developing, in the course of cultural transmission, structural regularities that maximize or optimize learnability and ease of processing. To what extent would perceptual and cognitive constraints similarly affect the evolution of musical systems? We conducted an experiment on the cultural evolution of artificial melodic systems, using multi-generational signaling games as a laboratory model of cultural transmission. Signaling systems, using five-tone sequences as signals, and basic and compound emotions as meanings, were transmitted from senders to receivers along diffusion chains in which the receiver in each game became the sender in the next game. During transmission, structural regularities accumulated in the signaling systems, following principles of proximity, symmetry, and good continuation. Although the compositionality of signaling systems did not increase significantly across generations, we did observe a significant increase in similarity among signals from the same set. We suggest that our experiment tapped into the cognitive and perceptual constraints operative in the cultural evolution of musical systems, which may differ from the mechanisms at play in language evolution and change.

Brain potentials predict learning, transmission and modification of an artificial symbolic system

It has recently been argued that symbolic systems evolve while they are being transmitted across generations of learners, gradually adapting to the relevant brain structures and processes. In the context of this hypothesis, little is known on whether individual differences in neural processing capacity account for aspects of 'variation' observed in symbolic behavior and symbolic systems. We addressed this issue in the domain of auditory processing. We conducted a combined behavioral and EEG study on 2 successive days. On day 1, participants listened to standard and deviant five-tone sequences: as in previous oddball studies, an mismatch negativity (MMN) was elicited by deviant tones. On day 2, participants learned an artificial signaling system from a trained confederate of the experimenters in a coordination game in which five-tone sequences were associated to affective meanings (emotion-laden pictures of human faces). In a subsequent game with identical structure, participants transmitted and occasionally changed the signaling system learned during the first game. The MMN latency from day 1 predicted learning, transmission and structural modification of signaling systems on day 2. Our study introduces neurophysiological methods into research on cultural transmission and evolution, and relates aspects of variation in symbolic systems to individual differences in neural information processing.

Beat Perception and Sociability: Evidence from Williams Syndrome

Beat perception in music has been proposed to be a human universal that may have its origins in adaptive processes involving temporal entrainment such as social communication and interaction. We examined beat perception skills in individuals with Williams syndrome (WS), a genetic, neurodevelopmental disorder. Musical interest and hypersociability are two prominent aspects of the WS phenotype although actual musical and social skills are variable. On a group level, beat and meter perception skills were poorer in WS than in age-matched peers though there was significant individual variability. Cognitive ability, sound processing style, and musical training predicted beat and meter perception performance in WS. Moreover, we found significant relationships between beat and meter perception and adaptive communication and socialization skills in WS. Results have implications for understanding the role of predictive timing in both music and social interactions in the general population, and suggest music as a promising avenue for addressing social communication difficulties in WS.

Developmental trajectories of pitch-related music skills in children with Williams syndrome

The study of music cognition in Williams syndrome (WS) has resulted in theoretical debates regarding cognitive modularity and development. However, no research has previously investigated the development of music skills in this population. In this study, we used the cross-sectional developmental trajectories approach to assess the development of pitch-related music skills in children with WS compared with typically developing (TD) peers. Thus, we evaluated the role of change over time on pitch-related music skills and the developmental relationships between music skills and different cognitive areas. In the TD children, the pitch-related music skills improved with chronological age and cognitive development. In the children with WS, developmental relationships were only found between several pitch-related music skills and specific cognitive processes. We also found non-systematic relationships between chronological age and the pitch-related music skills, stabilization in the level reached in music when cognitive development was considered, and uneven associations between cognitive and music skills. In addition, the TD and WS groups differed in their patterns of pitch-related music skill development. These results suggest that the development of pitch-related music skills in children with WS is atypical. Our findings stand in contrast with the views that claim innate modularity for music in WS; rather, they are consistent with neuroconstructivist accounts.

Speech rhythm sensitivity and musical aptitude: ERPs and individual differences

This study investigated the electrophysiological markers of rhythmic expectancy during speech perception. In addition, given the large literature showing overlaps between cognitive and neural resources recruited for language and music, we considered a relation between musical aptitude and individual differences in speech rhythm sensitivity. Twenty adults were administered a standardized assessment of musical aptitude, and EEG was recorded as participants listened to sequences of four bisyllabic words for which the stress pattern of the final word either matched or mismatched the stress pattern of the preceding words. Words with unexpected stress patterns elicited an increased fronto-central mid-latency negativity. In addition, rhythm aptitude significantly correlated with the size of the negative effect elicited by unexpected iambic words, the least common type of stress pattern in English. The present results suggest shared neurocognitive resources for speech rhythm and musical rhythm.

Cortical processing of phonetic and emotional information in speech: A cross-modal priming study

The current study employed behavioral and electrophysiological measures to investigate the timing, localization, and neural oscillation characteristics of cortical activities associated with phonetic and emotional information processing of speech. The experimental design used a cross-modal priming paradigm in which the normal adult participants were presented a visual prime followed by an auditory target. Primes were facial expressions that systematically varied in emotional content (happy or angry) and mouth shape (corresponding to /a/ or /i/ vowels). Targets were spoken words that varied by emotional prosody (happy or angry) and vowel (/a/ or /i/). In both the phonetic and prosodic conditions, participants were asked to judge congruency status of the visual prime and the auditory target. Behavioral results showed a congruency effect for both percent correct and reaction time. Two ERP responses, the N400 and late positive response (LPR), were identified in both conditions. Source localization and inter-trial phase coherence of the N400 and LPR components further revealed different cortical contributions and neural oscillation patterns for selective processing of phonetic and emotional information in speech. The results provide corroborating evidence for the necessity of differentiating brain mechanisms underlying the representation and processing of co-existing linguistic and paralinguistic information in spoken language, which has important implications for theoretical models of speech recognition as well as clinical studies on the neural bases of language and social communication deficits.

Relations between social-perceptual ability in multi- and unisensory contexts, autonomic reactivity, and social functioning in individuals with Williams syndrome

Compromised social-perceptual ability has been proposed to contribute to social dysfunction in neurodevelopmental disorders. While such impairments have been identified in Williams syndrome (WS), little is known about emotion processing in auditory and multisensory contexts. Employing a multidimensional approach, individuals with WS and typical development (TD) were tested for emotion identification across fearful, happy, and angry multisensory and unisensory face and voice stimuli. Autonomic responses were monitored in response to unimodal emotion. The WS group was administered an inventory of social functioning. Behaviorally, individuals with WS relative to TD demonstrated impaired processing of unimodal vocalizations and emotionally incongruent audiovisual compounds, reflecting a generalized deficit in social-auditory processing in WS. The TD group outperformed their counterparts with WS in identifying negative (fearful and angry) emotion, with similar between-group performance with happy stimuli. Mirroring this pattern, electrodermal activity (EDA) responses to the emotional content of the stimuli indicated that whereas those with WS showed the highest arousal to happy, and lowest arousal to fearful stimuli, the TD participants demonstrated the contrasting pattern. In WS, more normal social functioning was related to higher autonomic arousal to facial expressions. Implications for underlying neural architecture and emotional functions are discussed.

Modality effect on contextual integration in people with Williams syndrome

In this study meaningful social stimuli were used as probes in a task requiring the judgment of semantic appropriateness to investigate contextual integration ability to test the ability of people with Williams syndrome (WS) to integrate information, as opposed to the use of meaningless syllables in audiovisual studies (the McGurk effect). Participants were presented with background auditory primes followed by targets that were either congruent or incongruent with the prime. Two modes of target were presented: a visual target (AV task) or an auditory target (AA task). Participants were asked to respond yes to contextually appropriate pairs and no to those that were contextually inappropriate. The congruency effect was measured as an index of successful central coherence. Similar to normally developing controls, people with WS showed shorter response latencies and greater accuracy in recognizing congruent pairs compared with incongruent pairs. Their performance did not differ from that of controls matched by mental age, but was inferior to that of controls matched by chronological age. The results revealed generalized contextual integration for auditory primes in both tasks, consistent with previous studies using visual presentation of social-related stimuli in people with WS (Hsu, 2013a, 2013c). Further demonstration of the presence of a modality effect on contextual coherence implies that cross-modal learning may be advantageous compared with unimodal learning.

Negative mood state enhances the susceptibility to unpleasant events: neural correlates from a music-primed emotion classification task

Background

Various affective disorders are linked with enhanced processing of unpleasant stimuli. However, this link is likely a result of the dominant negative mood derived from the disorder, rather than a result of the disorder itself. Additionally, little is currently known about the influence of mood on the susceptibility to emotional events in healthy populations.

Method

Event-Related Potentials (ERP) were recorded for pleasant, neutral and unpleasant pictures while subjects performed an emotional/neutral picture classification task during positive, neutral, or negative mood induced by instrumental Chinese music.

Results

Late Positive Potential (LPP) amplitudes were positively related to the affective arousal of pictures. The emotional responding to unpleasant pictures, indicated by the unpleasant-neutral differences in LPPs, was enhanced during negative compared to neutral and positive moods in the entire LPP time window (600–1000 ms). The magnitude of this enhancement was larger with increasing self-reported negative mood. In contrast, this responding was reduced during positive compared to neutral mood in the 800–1000 ms interval. Additionally, LPP reactions to pleasant stimuli were similar across positive, neutral and negative moods except those in the 800–900 ms interval.

Implications

Negative mood intensifies the humans' susceptibility to unpleasant events in healthy individuals. In contrast, music-induced happy mood is effective in reducing the susceptibility to these events. Practical implications of these findings were discussed.

(A)musicality in Williams syndrome: examining relationships among auditory perception, musical skill, and emotional responsiveness to music

Williams syndrome (WS), a genetic, neurodevelopmental disorder, is of keen interest to music cognition researchers because of its characteristic auditory sensitivities and emotional responsiveness to music. However, actual musical perception and production abilities are more variable. We examined musicality in WS through the lens of amusia and explored how their musical perception abilities related to their auditory sensitivities, musical production skills, and emotional responsiveness to music. In our sample of 73 adolescents and adults with WS, 11% met criteria for amusia, which is higher than the 4% prevalence rate reported in the typically developing (TD) population. Amusia was not related to auditory sensitivities but was related to musical training. Performance on the amusia measure strongly predicted musical skill but not emotional responsiveness to music, which was better predicted by general auditory sensitivities. This study represents the first time amusia has been examined in a population with a known neurodevelopmental genetic disorder with a range of cognitive abilities. Results have implications for the relationships across different levels of auditory processing, musical skill development, and emotional responsiveness to music, as well as the understanding of gene-brain-behavior relationships in individuals with WS and TD individuals with and without amusia.