Faster maturation of selective attention in musically trained children and adolescents: Converging behavioral and event-related potential evidence

Alpha band modulation caused by selective attention to music enables EEG classification

Humans are able to pay selective attention to music or speech in the presence of multiple sounds. It has been reported that in the speech domain, selective attention enhances the cross-correlation between the envelope of speech and electroencephalogram (EEG) while also affecting the spatial modulation of the alpha band. However, when multiple music pieces are performed at the same time, it is unclear how selective attention affects neural entrainment and spatial modulation. In this paper, we hypothesized that the entrainment to the attended music differs from that to the unattended music and that spatial modulation in the alpha band occurs in conjunction with attention. We conducted experiments in which we presented musical excerpts to 15 participants, each listening to two excerpts simultaneously but paying attention to one of the two. The results showed that the cross-correlation function between the EEG signal and the envelope of the unattended melody had a more prominent peak than that of the attended melody, contrary to the findings for speech. In addition, the spatial modulation in the alpha band was found with a data-driven approach called the common spatial pattern method. Classification of the EEG signal with a support vector machine identified attended melodies and achieved an accuracy of 100% for 11 of the 15 participants. These results suggest that selective attention to music suppresses entrainment to the melody and that spatial modulation of the alpha band occurs in conjunction with attention. To the best of our knowledge, this is the first report to detect attended music consisting of several types of music notes only with EEG.

Music training is related to late ERP modulation and enhanced performance during Simon task but not Stroop task

Increasing evidence suggests that music training correlates with better performance in tasks measuring executive function components including inhibitory control, working memory and selective attention. The Stroop and Simon tasks measure responses to congruent and incongruent information reflecting cognitive conflict resolution. However, there are more reports of a music-training advantage in the Simon than the Stroop task. Reports indicate that these tasks may differ in the timing of conflict resolution: the Stroop task might involve early sensory stage conflict resolution, while the Simon task may do so at a later motor output planning stage. We hypothesize that musical experience relates to conflict resolution at the late motor output stage rather than the early sensory stage. Behavioral responses, and event-related potentials (ERP) were measured in participants with varying musical experience during these tasks. It was hypothesized that musical experience correlates with better performance in the Simon but not the Stroop task, reflected in ERP components in the later stage of motor output processing in the Simon task. Participants were classified into high- and low-music training groups based on the Goldsmith Musical Sophistication Index. Electrical brain activity was recorded while they completed visual Stroop and Simon tasks. The high-music training group outperformed the low-music training group on the Simon, but not the Stroop task. Mean amplitude difference (incongruent-congruent trials) was greater for the high-music training group at N100 for midline central (Cz) and posterior (Pz) sites in the Simon task and midline central (Cz) and frontal (Fz) sites in the Stroop task, and at N450 at Cz and Pz in the Simon task. N450 difference peaks occurred earlier in the high-music training group at Pz. Differences between the groups at N100 indicate that music training may be related to better sensory discrimination. These differences were not related to better behavioral performance. Differences in N450 responses between the groups, particularly in regions encompassing the motor and parietal cortices, suggest a role of music training in action selection during response conflict situations. Overall, this supports the hypothesis that music training selectively enhances cognitive conflict resolution during late motor output planning stages.

Abnormal attentional bias in individuals with suicidal ideation during an emotional Stroop task: an event-related potential study

Introduction

There is increasing evidence that suicidal individuals exhibit an attentional bias toward negative or suicide-related stimuli, but the underlying neural mechanism remains unclear. This study aimed to investigate the neural mechanism of attentional bias toward emotional stimuli using a modified emotional Stroop task (EST) and to further explore the influencing factor of abnormal attention processing by identifying whether mental disorders or suicidal ideation contributes to attention processing disruptions.

Methods

Fourteen students with suicidal ideation and mental disorders (SIMDs), sixteen students with suicidal ideation but no mental disorders (SINMDs), and fourteen sex- and age-matched healthy controls (HCs) were recruited. Moreover, 64-channel electroencephalography (EEG) data and behavioral responses were recorded simultaneously during the EST. Participants were instructed to respond to the ink color for various types of words (positive, neutral, negative, and suicide) while ignoring their meanings. Event-related potentials (ERPs) were analyzed to evaluate attention to the stimuli. Spearman correlations between clinical psychological assessment scales and ERP signatures were analyzed to determine the risk factors for suicide.

Results

The results showed that the SIMD group exhibited longer early posterior negativity (EPN) latency compared to the SINMD and HC groups, indicating that early attention processing was affected during the EST, and the automatic and rapid processing of emotional information decreased. Furthermore, P300 latency for positive words was positively correlated with current suicidal ideation in the SINMD group, suggesting that delayed responses or additional processing to positive information may lead individuals with suicidal ideation to an incorrect interpretation of external events.

Conclusions

Generally, our findings suggest that the neural characteristics of the SIMD group differed from those of the SINMD and HC groups. EPN latency and P300 latency during the EST may be suicide-related neurophysiological indicators. These results provide neurophysiological signatures of suicidal behavior.

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

Music training, in all its forms, is known to have an impact on behavior both in childhood and even in aging. In the delicate life period of transition from childhood to adulthood, music training might have a special role for behavioral and cognitive maturation. Among the several kinds of music training programs implemented in the educational communities, we focused on instrumental training incorporated in the public middle school curriculum in Italy that includes both individual, group and collective (orchestral) lessons several times a week. At three middle schools, we tested 285 preadolescent children (aged 10–14 years) with a test and questionnaire battery including adaptive tests for visuo-spatial working memory skills (with the Jack and Jill test), fluid intelligence (with a matrix reasoning test) and music-related perceptual and memory abilities (with listening tests). Of these children, 163 belonged to a music curriculum within the school and 122 to a standard curriculum. Significant differences between students of the music and standard curricula were found in both perceptual and cognitive domains, even when controlling for pre-existing individual differences in musical sophistication. The music children attending the third and last grade of middle school had better performance and showed the largest advantage compared to the control group on both audiovisual working memory and fluid intelligence. Furthermore, some gender differences were found for several tests and across groups in favor of females. The present results indicate that learning to play a musical instrument as part of the middle school curriculum represents a resource for preadolescent education. Even though the current evidence is not sufficient to establish the causality of the found effects, it can still guide future research evaluation with longitudinal data.

Effects of music training in executive function performance in children: A systematic review

Music training has traditionally been a fundamental component of children's education across several cultures. Moreover, music training has been hypothesized to enhance the development of executive functions and improve executive performance in children. In this systematic review, we analyze the available evidence of the effects of music training on executive function performance, evaluated using validated neuropsychologic batteries and classic tasks. To achieve this objective, we performed a systematic search in three databases (PubMed, Ovid MEDLINE, and Scopus) and selected case-control or intervention studies conducted on children with neurotypical development. We analyzed 29 studies that met the inclusion criteria and observed significant heterogeneity among the music interventions and methods for assessing executive functions. The review of the available literature suggests a beneficial effect of music training in core executive function performance, primarily in inhibitory control, and to a lesser extent, in working memory and cognitive flexibility.