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Ju P, Zhou Z, Xie Y, Hui J, Yang X. Music training influences online temporal order processing during reading comprehension. Acta Psychol (Amst) 2024; 248:104340. [PMID: 38870685 DOI: 10.1016/j.actpsy.2024.104340] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/09/2024] [Revised: 05/16/2024] [Accepted: 06/10/2024] [Indexed: 06/15/2024] Open
Abstract
Numerous studies have demonstrated the influence of musical expertise on spoken language processing; however, its effects on reading comprehension remain largely unexplored. This study aims to investigate the role of musical expertise in sentence comprehension, particularly concerning the processing of temporal order. Using two self-paced reading experiments, we examined individuals' responses to two-clause sentences connected by the temporal connectives "before" or "after". "After" sentences consistently presented events in their actual order of temporal occurrence, while "before" sentences described events in reverse temporal order. In both experiments, our analyses of reading times consistently uncovered a significant temporal order effect, with words immediately following the temporal connectives being processed slower in "before" sentences compared to "after" sentences. This suggests the presence of immediate online processing costs associated with "before" sentences. Notably, these processing costs were found to be attenuated in individuals with musical expertise compared to those without. However, analyses of comprehension accuracy showed no advantage of musicians over non-musicians. Specifically, in Experiment 1, the two groups showed no difference in comprehension accuracy, while in Experiment 2, musicians exhibited lower accuracy rates compared to non-musicians in both "before" and "after" sentences. These results suggest that musical expertise may attenuate online processing costs associated with complex linguistic constructs, but could not promote reading accuracy. We concluded that music training is associated with a restricted effect on written sentence comprehension.
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Affiliation(s)
- Ping Ju
- Department of Psychology, Renmin University of China, Beijing, China
| | - Zihang Zhou
- Department of Psychology, Renmin University of China, Beijing, China; School of foreign languages, Renmin University of China, Beijing, China
| | - Yuhan Xie
- Department of Psychology, Renmin University of China, Beijing, China
| | - Jiaying Hui
- Department of Psychology, Renmin University of China, Beijing, China
| | - Xiaohong Yang
- Department of Psychology, Renmin University of China, Beijing, China; Jiangsu Collaborative Innovation Center for Language Ability, Jiangsu Normal University, Xuzhou, China.
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Psarris G, Eleftheriadis N, Sidiras C, Sereti A, Iliadou VM. Temporal resolution and pitch discrimination in music education: novel data in children. Eur Arch Otorhinolaryngol 2024:10.1007/s00405-024-08571-7. [PMID: 38573511 DOI: 10.1007/s00405-024-08571-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/14/2023] [Accepted: 02/19/2024] [Indexed: 04/05/2024]
Abstract
BACKGROUND Rehabilitation of hearing and listening difficulties through neuroplasticity of the auditory nervous system is a promising technique. Evidence of enhanced auditory processing in adult musicians is often not based on clinical auditory processing tests and is lacking in children with musical education. PURPOSE The aim of this study is to investigate the temporal resolution and frequency discrimination elements of auditory processing both in adults and children with musical education and to compare them with those without any musical education. METHODS Participants consisted of ten children without musical training and ten children with musical training with mean age 11.3 years and range 8-15 years as well as ten adults without musical education and ten adults with musical education with mean age 38.1 years and range 30-45 years. All participants were tested with two temporal resolution tests (GIN:Gaps-In-Noise and RGDT:Random Gap Detection Test), a temporal ordering frequency test (FPT:Frequency Pattern Test), and a frequency discrimination test (DLF: Different Limen for Frequency). RESULTS All test results revealed better performance in both children and adults with musical training for both ears. CONCLUSION A positive effect of formal music education for specific auditory processing elements in both children and adults is documented. Larger samples, longitudinal studies, as well as groups with impaired hearing and/or auditory processing are needed to further substantiate the effect shown.
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Affiliation(s)
- Georgios Psarris
- School of Medicine, Aristotle University of Thessaloniki, 54124, Thessaloníki, Greece
| | | | - Christos Sidiras
- School of Medicine, Aristotle University of Thessaloniki, 54124, Thessaloníki, Greece
| | - Afroditi Sereti
- School of Medicine, Aristotle University of Thessaloniki, 54124, Thessaloníki, Greece
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3
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Ryn FV, Lüders D, Casali RL, do Amaral MIR. Temporal auditory processing in people exposed to musical instrument practice. Codas 2022; 34:e20210256. [PMID: 36043598 PMCID: PMC9886294 DOI: 10.1590/2317-1782/20212021256pt] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/04/2021] [Accepted: 01/03/2022] [Indexed: 12/23/2022] Open
Abstract
PURPOSE To investigate the influence of musical instrument practice on temporal auditory abilities and on the results of cortical potentials related to auditory events (P300) in a group of young musicians compared to individuals without experience in musical practice. METHODS This is a prospective cross-sectional observational study. In total, 34 individuals between 18 and 30 years old, of both sexes, took part and were divided in two groups: Group I (GI), composed of musicians (n=16), and Group II (GII), composed of non-musicians (n=18). All participants underwent behavioral evaluation of temporal auditory processing, composed of Duration Pattern Sequence Test (DPS), Pitch Pattern Sequence Test (PPS), Random Gap Detection Test (RGDT) and electrophysiological evaluation - Long Latency Auditory Evoked Potential - P300. GI also answered a specific questionnaire to characterize musical practice. RESULTS We observed statistically significant differences with superior performance of GI compared with GII in all behavioral tests (p<0.001*). The groups' performance was similar regarding the latency and amplitude parameters analyzed from LLAEP-300 data (p>0.05). CONCLUSION The findings show a positive influence of musical practice toward the improvement of auditory abilities of temporal ordering and resolution. All participants presented adequate cortical functioning of the central auditory nervous system, without significant differences between musicians and non-musicians when considering P300 amplitude and latency.
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Affiliation(s)
- Flavio Van Ryn
- Departamento de Fonoaudiologia, Universidade Estadual do Centro Oeste – UNICENTRO - Irati (PR), Brasil.
| | - Débora Lüders
- Programa de Pós-graduação Stricto Sensu em Distúrbios da Comunicação, Universidade Tuiuti do Paraná - Curitiba (PR), Brasil.
| | - Raquel Leme Casali
- Departamento de Desenvolvimento Humano e Reabilitação, Faculdade de Ciências Médicas, Universidade Estadual de Campinas – UNICAMP - Campinas (SP), Brasil.
| | - Maria Isabel Ramos do Amaral
- Departamento de Desenvolvimento Humano e Reabilitação, Faculdade de Ciências Médicas, Universidade Estadual de Campinas – UNICAMP - Campinas (SP), Brasil.
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Wang L. Music Aptitude, Training, and Cognitive Transfer: A Mini-Review. Front Psychol 2022; 13:903920. [PMID: 35846628 PMCID: PMC9277581 DOI: 10.3389/fpsyg.2022.903920] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/24/2022] [Accepted: 06/13/2022] [Indexed: 12/05/2022] Open
Abstract
In this mini-review, the genetic basis of music aptitude and the effects of music training are discussed. The review indicates that regardless of levels of innate ability, experience-induced neuroplasticity can occur as a result of music training. When that happens, it can be expressed as functional or structural brain changes. These changes are often accompanied by improvement in performance in tasks involving auditory analysis. Specifically, music training effects can transfer to a closely related cognitive domain such as auditory processing (near transfer). Music training can also affect more distantly related cognitive domains such as spatial and linguistic domains. Lastly, music training can affect general intelligence (“g”) (far transfer). Music training can mold behavioral brain development and confers cognitive benefits beyond music.
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5
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Partanen E, Kivimäki R, Huotilainen M, Ylinen S, Tervaniemi M. Musical perceptual skills, but not neural auditory processing, are associated with better reading ability in childhood. Neuropsychologia 2022; 169:108189. [DOI: 10.1016/j.neuropsychologia.2022.108189] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/21/2021] [Revised: 02/21/2022] [Accepted: 02/21/2022] [Indexed: 10/18/2022]
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6
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Ryn Junior FV, Lüders D, Casali RL, Amaral MIRD. Temporal auditory processing in people exposed to musical instrument practice. Codas 2022. [DOI: 10.1590/2317-1782/20212021256en] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/23/2022] Open
Abstract
ABSTRACT Purpose To investigate the influence of musical instrument practice on temporal auditory abilities and on the results of cortical potentials related to auditory events (P300) in a group of young musicians compared to individuals without experience in musical practice. Methods This is a prospective cross-sectional observational study. In total, 34 individuals between 18 and 30 years old, of both sexes, took part and were divided in two groups: Group I (GI), composed of musicians (n=16), and Group II (GII), composed of non-musicians (n=18). All participants underwent behavioral evaluation of temporal auditory processing, composed of Duration Pattern Sequence Test (DPS), Pitch Pattern Sequence Test (PPS), Random Gap Detection Test (RGDT) and electrophysiological evaluation – Long Latency Auditory Evoked Potential – P300. GI also answered a specific questionnaire to characterize musical practice. Results We observed statistically significant differences with superior performance of GI compared with GII in all behavioral tests (p<0.001*). The groups’ performance was similar regarding the latency and amplitude parameters analyzed from LLAEP-300 data (p>0.05). Conclusion The findings show a positive influence of musical practice toward the improvement of auditory abilities of temporal ordering and resolution. All participants presented adequate cortical functioning of the central auditory nervous system, without significant differences between musicians and non-musicians when considering P300 amplitude and latency.
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7
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Flagge AG, Neeley ME, Davis TM, Henbest VS. A Preliminary Exploration of Pitch Discrimination, Temporal Sequencing, and Prosodic Awareness Skills of Children Who Participate in Different School-Based Music Curricula. Brain Sci 2021; 11:brainsci11080982. [PMID: 34439600 PMCID: PMC8391760 DOI: 10.3390/brainsci11080982] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/09/2021] [Revised: 07/02/2021] [Accepted: 07/22/2021] [Indexed: 11/16/2022] Open
Abstract
Musical training has been shown to have a positive influence on a variety of skills, including auditory-based tasks and nonmusical cognitive and executive functioning tasks; however, because previous investigations have yielded mixed results regarding the relationship between musical training and these skills, the purpose of this study was to examine and compare the auditory processing skills of children who receive focused, daily musical training with those with more limited, generalized musical training. Sixteen typically developing children (second–fourth grade) from two different schools receiving different music curricula were assessed on measures of pitch discrimination, temporal sequencing, and prosodic awareness. The results indicated significantly better scores in pitch discrimination abilities for the children receiving daily, focused musical training (School 1) compared to students attending music class only once per week, utilizing a more generalized elementary school music curriculum (School 2). The findings suggest that more in-depth and frequent musical training may be associated with better pitch discrimination abilities in children. This finding is important given that the ability to discriminate pitch has been linked to improved phonological processing skills, an important skill for developing spoken language and literacy. Future investigations are needed to determine whether the null findings for temporal sequencing and prosodic awareness can be replicated or may be different for various grades and tasks for measuring these abilities.
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Couvignou M, Kolinsky R. Comorbidity and cognitive overlap between developmental dyslexia and congenital amusia in children. Neuropsychologia 2021; 155:107811. [PMID: 33647287 DOI: 10.1016/j.neuropsychologia.2021.107811] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/21/2020] [Revised: 01/19/2021] [Accepted: 02/21/2021] [Indexed: 11/24/2022]
Abstract
Developmental dyslexia and congenital amusia are two specific neurodevelopmental disorders that affect reading and music perception, respectively. Similarities at perceptual, cognitive, and anatomical levels raise the possibility that a common factor is at play in their emergence, albeit in different domains. However, little consideration has been given to what extent they can co-occur. A first adult study suggested a 30% amusia rate in dyslexia and a 25% dyslexia rate in amusia (Couvignou et al., Cognitive Neuropsychology 2019). We present newly acquired data from 38 dyslexic and 38 typically developing children. These were assessed with literacy and phonological tests, as well as with three musical tests: the Montreal Battery of Evaluation of Musical Abilities, a pitch and time change detection task, and a singing task. Overall, about 34% of the dyslexic children were musically impaired, a proportion that is significantly higher than both the estimated 1.5-4% prevalence of congenital amusia in the general population and the rate of 5% observed within the control group. They were mostly affected in the pitch dimension, both in terms of perception and production. Correlations and prediction links were found between pitch processing skills and language measures after partialing out confounding factors. These findings are discussed with regard to cognitive and neural explanatory hypotheses of a comorbidity between dyslexia and amusia.
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Affiliation(s)
- Manon Couvignou
- Unité de Recherche en Neurosciences Cognitives (Unescog), Center for Research in Cognition & Neurosciences (CRCN), Université Libre de Bruxelles (ULB), Brussels, Belgium.
| | - Régine Kolinsky
- Unité de Recherche en Neurosciences Cognitives (Unescog), Center for Research in Cognition & Neurosciences (CRCN), Université Libre de Bruxelles (ULB), Brussels, Belgium; Fonds de La Recherche Scientifique-FNRS (FRS-FNRS), Brussels, Belgium
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Kimel E, Weiss AH, Jakoby H, Daikhin L, Ahissar M. Short-term memory capacity and sensitivity to language statistics in dyslexia and among musicians. Neuropsychologia 2020; 149:107624. [PMID: 32920031 PMCID: PMC7768182 DOI: 10.1016/j.neuropsychologia.2020.107624] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/09/2020] [Revised: 09/06/2020] [Accepted: 09/07/2020] [Indexed: 10/26/2022]
Abstract
Poor short-term memory (STM) capacity in individuals with dyslexia (IDDs) and enhanced STM capacity in musicians are well documented, yet their causes are disputed. Previous studies also found poor use of stimuli statistics by IDDs and enhanced use by musicians. We hypothesized that these observations are functionally related, as follows: Enhanced sensitivity to statistics facilitates musicians' benefit from each exposure, and reduced sensitivity to statistics hinders IDDs' benefit. Thus, larger group differences are expected for larger exposure: STM capacity, which is sensitive to item familiarity, will thus be larger among musicians, and smaller among IDDS, particularly for high-frequency items. Testing this hypothesis using syllable span, we found that musicians' advantage and IDDs' difficulty were indeed larger for high-frequency syllables than for low-frequency ones. By contrast, benefits from sequence repetition did not differ between musicians, controls and IDDs, suggesting that online sequence learning is based on a different mechanism. To test this dissociation we recruited, in addition to native Hebrew speakers, native English speakers, matched to the Hebrew-speaking controls. Their spans for high-frequency syllables in Hebrew, which do not have high frequency in English, were small - as expected from reduced exposure to these syllables. Yet, their benefit from sequence repetition was similar to that of the three Hebrew-speaking groups. Taken together, these experiments suggest that different sensitivities to item frequency explain some of the population-related variability in STM tasks. By contrast, benefits from sequence repetition do not depend on item familiarity, and do not differ between groups.
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Affiliation(s)
- Eva Kimel
- The Edmond and Lily Safra Center for Brain Sciences, The Hebrew University, Edmond J. Safra Campus - Givat Ram, Jerusalem, 9190401, Israel.
| | - Atalia Hai Weiss
- Department of Psychology, The Hebrew University, Mt. Scopus, Jerusalem, 9190501, Israel; Department of Communication Disorders, Hadassah Academic College, 37 Hanevi'im St.Jerusalem 9101001, Israel
| | - Hilla Jakoby
- Department of Psychology, The Hebrew University, Mt. Scopus, Jerusalem, 9190501, Israel; Department of Communication Disorders, Hadassah Academic College, 37 Hanevi'im St.Jerusalem 9101001, Israel
| | - Luba Daikhin
- Department of Psychology, The Hebrew University, Mt. Scopus, Jerusalem, 9190501, Israel
| | - Merav Ahissar
- The Edmond and Lily Safra Center for Brain Sciences, The Hebrew University, Edmond J. Safra Campus - Givat Ram, Jerusalem, 9190401, Israel; Department of Psychology, The Hebrew University, Mt. Scopus, Jerusalem, 9190501, Israel
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10
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Musicians use speech-specific areas when processing tones: The key to their superior linguistic competence? Behav Brain Res 2020; 390:112662. [PMID: 32442547 DOI: 10.1016/j.bbr.2020.112662] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/07/2019] [Revised: 04/21/2020] [Accepted: 04/22/2020] [Indexed: 11/23/2022]
Abstract
It is known that musicians compared to non-musicians have some superior speech and language competence, yet the mechanisms how musical training leads to this advantage are not well specified. This event-related fMRI study confirmed that musicians outperformed non-musicians in processing not only of musical tones but also syllables and identified a network differentiating musicians from non-musicians during processing of linguistic sounds. Within this network, the activation of bilateral superior temporal gyrus was shared with all subjects during processing of the acoustically well-matched musical and linguistic sounds, and with the activation distinguishing tones with a complex harmonic spectrum (bowed tone) from a simpler one (plucked tone). These results confirm that better speech processing in musicians relies on improved cross-domain spectral analysis. Activation of left posterior superior temporal sulcus (pSTS), premotor cortex, inferior frontal and fusiform gyrus (FG) also distinguishing musicians from non-musicians during syllable processing overlapped with the activation segregating linguistic from musical sounds in all subjects. Since these brain-regions were not involved during tone processing in non-musicians, they could code for functions which are specialized for speech. Musicians recruited pSTS and FG during tone processing, thus these speech-specialized brain-areas processed musical sounds in the presence of musical training. This study shows that the linguistic advantage of musicians is linked not only to improved cross-domain spectral analysis, but also to the functional adaptation of brain resources that are specialized for speech, but accessible to the domain of music in the presence of musical training.
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Yurgil KA, Velasquez MA, Winston JL, Reichman NB, Colombo PJ. Music Training, Working Memory, and Neural Oscillations: A Review. Front Psychol 2020; 11:266. [PMID: 32153474 PMCID: PMC7047970 DOI: 10.3389/fpsyg.2020.00266] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/13/2019] [Accepted: 02/04/2020] [Indexed: 12/18/2022] Open
Abstract
This review focuses on reports that link music training to working memory and neural oscillations. Music training is increasingly associated with improvement in working memory, which is strongly related to both localized and distributed patterns of neural oscillations. Importantly, there is a small but growing number of reports of relationships between music training, working memory, and neural oscillations in adults. Taken together, these studies make important contributions to our understanding of the neural mechanisms that support effects of music training on behavioral measures of executive functions. In addition, they reveal gaps in our knowledge that hold promise for further investigation. The current review is divided into the main sections that follow: (1) discussion of behavioral measures of working memory, and effects of music training on working memory in adults; (2) relationships between music training and neural oscillations during temporal stages of working memory; (3) relationships between music training and working memory in children; (4) relationships between music training and working memory in older adults; and (5) effects of entrainment of neural oscillations on cognitive processing. We conclude that the study of neural oscillations is proving useful in elucidating the neural mechanisms of relationships between music training and the temporal stages of working memory. Moreover, a lifespan approach to these studies will likely reveal strategies to improve and maintain executive function during development and aging.
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Affiliation(s)
- Kate A. Yurgil
- Department of Psychological Sciences, Loyola University, New Orleans, LA, United States
| | | | - Jenna L. Winston
- Department of Psychology, Tulane University, New Orleans, LA, United States
| | - Noah B. Reichman
- Brain Institute, Tulane University, New Orleans, LA, United States
| | - Paul J. Colombo
- Department of Psychology, Tulane University, New Orleans, LA, United States
- Brain Institute, Tulane University, New Orleans, LA, United States
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Rahman MA, Aribisala BS, Ullah I, Omer H. Association between scripture memorization and brain atrophy using magnetic resonance imaging. Acta Neurobiol Exp (Wars) 2020. [DOI: 10.21307/ane-2020-009] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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13
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Zaltz Y, Roth DAE, Amir N, Kishon-Rabin L. Logarithmic Versus Linear Change in Step Size When Using an Adaptive Threshold-Seeking Procedure in a Frequency Discrimination Task: Does It Matter? JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2019; 62:3887-3900. [PMID: 31618120 DOI: 10.1044/2019_jslhr-h-19-0049] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
Different rules for changing step sizes (e.g., logarithmic, linear) are alternately used in adaptive threshold-seeking procedures, with no clear justification. We hypothesized that the linear rule may yield more accurate thresholds for poor performers because the step sizes are predetermined and fixed across listeners and thus can be small, in contrast to the logarithmic rule, in which step sizes are changed with respect to the listener's performance. Purpose The aim of this study was to test the effect of logarithmic and linear rules on frequency discrimination (FD) thresholds. Method Three experiments involving human subjects and Monte Carlo computer simulations were designed and conducted. In the 1st experiment, FD thresholds were estimated in 40 young adults with either 3-interval 2-alternative forced choice (3I2AFC; n = 19) or 2-interval 2AFC (n = 21) in a within-subject design. In the 2nd experiment, thresholds were estimated in 16 children (7-8 years old) in a within-subject design, using 3I2AFC. In the 3rd experiment, thresholds were estimated in 30 young adults in a between-subjects design using 3I2AFC. Results No significant differences were shown between the 2 rules, regardless of age group, method, or level of FD performance. Computer simulations supported the empirical findings, predicting similar FD thresholds for both rules in the majority of runs. However, they also yielded more accurate thresholds with the linear rule, but with a larger number of outliers, which increased as the listener's attention level decreased. Conclusion Overall, the use of a particular rule has little influence on FD thresholds. Possible outliers may be minimized by monitoring the participant's attention at the beginning of the run.
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Affiliation(s)
- Yael Zaltz
- Department of Communication Disorders, Steyer School of Health Professions, Sackler Faculty of Medicine, Tel Aviv University, Israel
| | - Daphne Ari-Even Roth
- Department of Communication Disorders, Steyer School of Health Professions, Sackler Faculty of Medicine, Tel Aviv University, Israel
| | - Noam Amir
- Department of Communication Disorders, Steyer School of Health Professions, Sackler Faculty of Medicine, Tel Aviv University, Israel
| | - Liat Kishon-Rabin
- Department of Communication Disorders, Steyer School of Health Professions, Sackler Faculty of Medicine, Tel Aviv University, Israel
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Tichko P, Skoe E. Musical Experience, Sensorineural Auditory Processing, and Reading Subskills in Adults. Brain Sci 2018; 8:E77. [PMID: 29702572 PMCID: PMC5977068 DOI: 10.3390/brainsci8050077] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/09/2018] [Revised: 04/20/2018] [Accepted: 04/25/2018] [Indexed: 12/22/2022] Open
Abstract
Developmental research suggests that sensorineural auditory processing, reading subskills (e.g., phonological awareness and rapid naming), and musical experience are related during early periods of reading development. Interestingly, recent work suggests that these relations may extend into adulthood, with indices of sensorineural auditory processing relating to global reading ability. However, it is largely unknown whether sensorineural auditory processing relates to specific reading subskills, such as phonological awareness and rapid naming, as well as musical experience in mature readers. To address this question, we recorded electrophysiological responses to a repeating click (auditory stimulus) in a sample of adult readers. We then investigated relations between electrophysiological responses to sound, reading subskills, and musical experience in this same set of adult readers. Analyses suggest that sensorineural auditory processing, reading subskills, and musical experience are related in adulthood, with faster neural conduction times and greater musical experience associated with stronger rapid-naming skills. These results are similar to the developmental findings that suggest reading subskills are related to sensorineural auditory processing and musical experience in children.
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Affiliation(s)
- Parker Tichko
- Department of Psychological Sciences, Developmental Psychology Division, University of Connecticut, Storrs, CT 06269, USA.
| | - Erika Skoe
- Department of Psychological Sciences, Developmental Psychology Division, University of Connecticut, Storrs, CT 06269, USA.
- Department of Speech, Language, and Hearing Sciences, University of Connecticut, Storrs, CT 06269, USA.
- Connecticut Institute for the Brain and Cognitive Sciences, University of Connecticut, Storrs, CT 06269, USA.
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15
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Lam E, van Steenbrugge W, Kapadia S, Lind C. Frequency discrimination and non-lexical reading in children with auditory processing disorders: a preliminary study. SPEECH LANGUAGE AND HEARING 2018. [DOI: 10.1080/2050571x.2017.1421393] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Affiliation(s)
- Emilie Lam
- Speech Pathology, College of Nursing and Health Sciences, Flinders University, Adelaide, Australia
- Audiology, College of Nursing and Health Sciences, Flinders University, Adelaide, Australia
| | - Willem van Steenbrugge
- Speech Pathology, College of Nursing and Health Sciences, Flinders University, Adelaide, Australia
| | - Sarosh Kapadia
- Audiology, College of Nursing and Health Sciences, Flinders University, Adelaide, Australia
| | - Christopher Lind
- Audiology, College of Nursing and Health Sciences, Flinders University, Adelaide, Australia
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Mandikal Vasuki PR, Sharma M, Ibrahim R, Arciuli J. Statistical learning and auditory processing in children with music training: An ERP study. Clin Neurophysiol 2017; 128:1270-1281. [DOI: 10.1016/j.clinph.2017.04.010] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/14/2016] [Revised: 03/24/2017] [Accepted: 04/17/2017] [Indexed: 11/28/2022]
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17
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Dittinger E, Chobert J, Ziegler JC, Besson M. Fast Brain Plasticity during Word Learning in Musically-Trained Children. Front Hum Neurosci 2017; 11:233. [PMID: 28553213 PMCID: PMC5427084 DOI: 10.3389/fnhum.2017.00233] [Citation(s) in RCA: 26] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/21/2016] [Accepted: 04/21/2017] [Indexed: 01/08/2023] Open
Abstract
Children learn new words every day and this ability requires auditory perception, phoneme discrimination, attention, associative learning and semantic memory. Based on previous results showing that some of these functions are enhanced by music training, we investigated learning of novel words through picture-word associations in musically-trained and control children (8-12 year-old) to determine whether music training would positively influence word learning. Results showed that musically-trained children outperformed controls in a learning paradigm that included picture-sound matching and semantic associations. Moreover, the differences between unexpected and expected learned words, as reflected by the N200 and N400 effects, were larger in children with music training compared to controls after only 3 min of learning the meaning of novel words. In line with previous results in adults, these findings clearly demonstrate a correlation between music training and better word learning. It is argued that these benefits reflect both bottom-up and top-down influences. The present learning paradigm might provide a useful dynamic diagnostic tool to determine which perceptive and cognitive functions are impaired in children with learning difficulties.
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Affiliation(s)
- Eva Dittinger
- Laboratoire de Neurosciences Cognitives (LNC, UMR 7291), CNRS, Aix-Marseille UniversityMarseille, France
- Laboratoire Parole et Langage (LPL, UMR 7309), CNRS, Aix-Marseille UniversityAix-en-Provence, France
| | - Julie Chobert
- Laboratoire de Neurosciences Cognitives (LNC, UMR 7291), CNRS, Aix-Marseille UniversityMarseille, France
| | - Johannes C. Ziegler
- Laboratoire de Psychologie Cognitive (LPC, UMR 7290), CNRS, Aix-Marseille UniversityMarseille, France
| | - Mireille Besson
- Laboratoire de Neurosciences Cognitives (LNC, UMR 7291), CNRS, Aix-Marseille UniversityMarseille, France
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Gordon RL, Fehd HM, McCandliss BD. Does Music Training Enhance Literacy Skills? A Meta-Analysis. Front Psychol 2015; 6:1777. [PMID: 26648880 PMCID: PMC4664655 DOI: 10.3389/fpsyg.2015.01777] [Citation(s) in RCA: 68] [Impact Index Per Article: 7.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/22/2015] [Accepted: 11/05/2015] [Indexed: 11/24/2022] Open
Abstract
Children's engagement in music practice is associated with enhancements in literacy-related language skills, as demonstrated by multiple reports of correlation across these two domains. Training studies have tested whether engaging in music training directly transfers benefit to children's literacy skill development. Results of such studies, however, are mixed. Interpretation of these mixed results is made more complex by the fact that a wide range of literacy-related outcome measures are used across these studies. Here, we address these challenges via a meta-analytic approach. A comprehensive literature review of peer-reviewed music training studies was built around key criteria needed to test the direct transfer hypothesis, including: (a) inclusion of music training vs. control groups; (b) inclusion of pre- vs. post-comparison measures, and (c) indication that reading instruction was held constant across groups. Thirteen studies were identified (n = 901). Two classes of outcome measures emerged with sufficient overlap to support meta-analysis: phonological awareness and reading fluency. Hours of training, age, and type of control intervention were examined as potential moderators. Results supported the hypothesis that music training leads to gains in phonological awareness skills. The effect isolated by contrasting gains in music training vs. gains in control was small relative to the large variance in these skills (d = 0.2). Interestingly, analyses revealed that transfer effects for rhyming skills tended to grow stronger with increased hours of training. In contrast, no significant aggregate transfer effect emerged for reading fluency measures, despite some studies reporting large training effects. The potential influence of other study design factors were considered, including intervention design, IQ, and SES. Results are discussed in the context of emerging findings that music training may enhance literacy development via changes in brain mechanisms that support both music and language cognition.
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Affiliation(s)
- Reyna L Gordon
- Music Cognition Lab, Program for Music, Mind and Society, Department of Otolaryngology, Vanderbilt University Medical Center Nashville, TN, USA ; Vanderbilt Kennedy Center, Vanderbilt University Medical Center Nashville, TN, USA
| | - Hilda M Fehd
- Institute for Software Integrated Systems, School of Engineering, Vanderbilt University Nashville, TN, USA
| | - Bruce D McCandliss
- Department of Psychology, Graduate School of Education, Stanford University Stanford, CA, USA
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Abstract
UNLABELLED Dyslexics are diagnosed for their poor reading skills, yet they characteristically also suffer from poor verbal memory and often from poor auditory skills. To date, this combined profile has been accounted for in broad cognitive terms. Here we hypothesize that the perceptual deficits associated with dyslexia can be understood computationally as a deficit in integrating prior information with noisy observations. To test this hypothesis we analyzed the performance of human participants in an auditory discrimination task using a two-parameter computational model. One parameter captures the internal noise in representing the current event, and the other captures the impact of recently acquired prior information. Our findings show that dyslexics' perceptual deficit can be accounted for by inadequate adjustment of these components; namely, low weighting of their implicit memory of past trials relative to their internal noise. Underweighting the stimulus statistics decreased dyslexics' ability to compensate for noisy observations. ERP measurements (P2 component) while participants watched a silent movie indicated that dyslexics' perceptual deficiency may stem from poor automatic integration of stimulus statistics. This study provides the first description of a specific computational deficit associated with dyslexia. SIGNIFICANCE STATEMENT This study presents the first attempt to specify the mechanisms underlying dyslexics' perceptual difficulties computationally by applying a specific model, inspired by the Bayesian framework. This model dissociates between the contribution of sensory noise and that of the prior statistics in an auditory perceptual decision task. We show that dyslexics cannot compensate for their perceptual noise by incorporating prior information. By contrast, adequately reading controls' usage of previous information is often close to optimal. We used ERP measurements to assess the neuronal stage of this deficit. We found that unlike their peers, dyslexics' ERP responses are not sensitive to the relations between the current observation and the prior observation, indicating that they cannot establish a reliable prior.
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20
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Schellenberg EG. Music training and speech perception: a gene-environment interaction. Ann N Y Acad Sci 2015; 1337:170-7. [PMID: 25773632 DOI: 10.1111/nyas.12627] [Citation(s) in RCA: 36] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/01/2023]
Abstract
Claims of beneficial side effects of music training are made for many different abilities, including verbal and visuospatial abilities, executive functions, working memory, IQ, and speech perception in particular. Such claims assume that music training causes the associations even though children who take music lessons are likely to differ from other children in music aptitude, which is associated with many aspects of speech perception. Music training in childhood is also associated with cognitive, personality, and demographic variables, and it is well established that IQ and personality are determined largely by genetics. Recent evidence also indicates that the role of genetics in music aptitude and music achievement is much larger than previously thought. In short, music training is an ideal model for the study of gene-environment interactions but far less appropriate as a model for the study of plasticity. Children seek out environments, including those with music lessons, that are consistent with their predispositions; such environments exaggerate preexisting individual differences.
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Affiliation(s)
- E Glenn Schellenberg
- Department of Psychology, University of Toronto Mississauga, Mississauga, Ontario, Canada
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21
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Size and synchronization of auditory cortex promotes musical, literacy, and attentional skills in children. J Neurosci 2014; 34:10937-49. [PMID: 25122894 DOI: 10.1523/jneurosci.5315-13.2014] [Citation(s) in RCA: 78] [Impact Index Per Article: 7.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022] Open
Abstract
Playing a musical instrument is associated with numerous neural processes that continuously modify the human brain and may facilitate characteristic auditory skills. In a longitudinal study, we investigated the auditory and neural plasticity of musical learning in 111 young children (aged 7-9 y) as a function of the intensity of instrumental practice and musical aptitude. Because of the frequent co-occurrence of central auditory processing disorders and attentional deficits, we also tested 21 children with attention deficit (hyperactivity) disorder [AD(H)D]. Magnetic resonance imaging and magnetoencephalography revealed enlarged Heschl's gyri and enhanced right-left hemispheric synchronization of the primary evoked response (P1) to harmonic complex sounds in children who spent more time practicing a musical instrument. The anatomical characteristics were positively correlated with frequency discrimination, reading, and spelling skills. Conversely, AD(H)D children showed reduced volumes of Heschl's gyri and enhanced volumes of the plana temporalia that were associated with a distinct bilateral P1 asynchrony. This may indicate a risk for central auditory processing disorders that are often associated with attentional and literacy problems. The longitudinal comparisons revealed a very high stability of auditory cortex morphology and gray matter volumes, suggesting that the combined anatomical and functional parameters are neural markers of musicality and attention deficits. Educational and clinical implications are considered.
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Slater J, Strait DL, Skoe E, O'Connell S, Thompson E, Kraus N. Longitudinal effects of group music instruction on literacy skills in low-income children. PLoS One 2014; 9:e113383. [PMID: 25409300 PMCID: PMC4237413 DOI: 10.1371/journal.pone.0113383] [Citation(s) in RCA: 29] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/24/2014] [Accepted: 10/24/2014] [Indexed: 11/18/2022] Open
Abstract
Children from low-socioeconomic backgrounds tend to fall progressively further behind their higher-income peers over the course of their academic careers. Music training has been associated with enhanced language and learning skills, suggesting that music programs could play a role in helping low-income children to stay on track academically. Using a controlled, longitudinal design, the impact of group music instruction on English reading ability was assessed in 42 low-income Spanish-English bilingual children aged 6-9 years in Los Angeles. After one year, children who received music training retained their age-normed level of reading performance while a matched control group's performance deteriorated, consistent with expected declines in this population. While the extent of change is modest, outcomes nonetheless provide evidence that music programs may have value in helping to counteract the negative effects of low-socioeconomic status on child literacy development.
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Affiliation(s)
- Jessica Slater
- Auditory Neuroscience Laboratory, Northwestern University, Evanston, Illinois, United States of America
- Department of Communication Sciences, Northwestern University, Evanston, Illinois, United States of America
| | - Dana L. Strait
- Auditory Neuroscience Laboratory, Northwestern University, Evanston, Illinois, United States of America
- Institute for Neuroscience, Northwestern University, Evanston, Illinois, United States of America
| | - Erika Skoe
- Auditory Neuroscience Laboratory, Northwestern University, Evanston, Illinois, United States of America
- Department of Communication Sciences, Northwestern University, Evanston, Illinois, United States of America
| | - Samantha O'Connell
- Auditory Neuroscience Laboratory, Northwestern University, Evanston, Illinois, United States of America
| | - Elaine Thompson
- Auditory Neuroscience Laboratory, Northwestern University, Evanston, Illinois, United States of America
- Department of Communication Sciences, Northwestern University, Evanston, Illinois, United States of America
| | - Nina Kraus
- Auditory Neuroscience Laboratory, Northwestern University, Evanston, Illinois, United States of America
- Department of Communication Sciences, Northwestern University, Evanston, Illinois, United States of America
- Institute for Neuroscience, Northwestern University, Evanston, Illinois, United States of America
- Department of Neurobiology and Physiology, Northwestern University, Evanston, Illinois, United States of America
- Department of Otolaryngology, Northwestern University, Evanston, Illinois, United States of America
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Kraus N, Slater J, Thompson EC, Hornickel J, Strait DL, Nicol T, White-Schwoch T. Auditory learning through active engagement with sound: biological impact of community music lessons in at-risk children. Front Neurosci 2014; 8:351. [PMID: 25414631 PMCID: PMC4220673 DOI: 10.3389/fnins.2014.00351] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/05/2014] [Accepted: 10/14/2014] [Indexed: 01/22/2023] Open
Abstract
The young nervous system is primed for sensory learning, facilitating the acquisition of language and communication skills. Social and linguistic impoverishment can limit these learning opportunities, eventually leading to language-related challenges such as poor reading. Music training offers a promising auditory learning strategy by directing attention to meaningful acoustic elements of the soundscape. In light of evidence that music training improves auditory skills and their neural substrates, there are increasing efforts to enact community-based programs to provide music instruction to at-risk children. Harmony Project is a community foundation that has provided free music instruction to over 1000 children from Los Angeles gang-reduction zones over the past decade. We conducted an independent evaluation of biological effects of participating in Harmony Project by following a cohort of children for 1 year. Here we focus on a comparison between students who actively engaged with sound through instrumental music training vs. students who took music appreciation classes. All children began with an introductory music appreciation class, but midway through the year half of the children transitioned to the instrumental training. After the year of training, the children who actively engaged with sound through instrumental music training had faster and more robust neural processing of speech than the children who stayed in the music appreciation class, observed in neural responses to a speech sound /d/. The neurophysiological measures found to be enhanced in the instrumentally-trained children have been previously linked to reading ability, suggesting a gain in neural processes important for literacy stemming from active auditory learning. Despite intrinsic constraints on our study imposed by a community setting, these findings speak to the potential of active engagement with sound (i.e., music-making) to engender experience-dependent neuroplasticity and may inform the development of strategies for auditory learning.
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Affiliation(s)
- Nina Kraus
- Auditory Neuroscience Laboratory, www.brainvolts.northwestern.edu, Northwestern UniversityEvanston, IL, USA
- Department of Communication Sciences, Northwestern UniversityEvanston, IL, USA
- Neuroscience Program, Northwestern UniversityEvanston, IL, USA
- Department of Neurobiology and Physiology, Northwestern UniversityEvanston, IL, USA
- Department of Otolaryngology, Northwestern UniversityChicago, IL, USA
| | - Jessica Slater
- Auditory Neuroscience Laboratory, www.brainvolts.northwestern.edu, Northwestern UniversityEvanston, IL, USA
- Department of Communication Sciences, Northwestern UniversityEvanston, IL, USA
| | - Elaine C. Thompson
- Auditory Neuroscience Laboratory, www.brainvolts.northwestern.edu, Northwestern UniversityEvanston, IL, USA
- Department of Communication Sciences, Northwestern UniversityEvanston, IL, USA
| | - Jane Hornickel
- Auditory Neuroscience Laboratory, www.brainvolts.northwestern.edu, Northwestern UniversityEvanston, IL, USA
- Data Sense LLCChicago, IL, USA
| | - Dana L. Strait
- Auditory Neuroscience Laboratory, www.brainvolts.northwestern.edu, Northwestern UniversityEvanston, IL, USA
- Neuroscience Program, Northwestern UniversityEvanston, IL, USA
| | - Trent Nicol
- Auditory Neuroscience Laboratory, www.brainvolts.northwestern.edu, Northwestern UniversityEvanston, IL, USA
- Department of Communication Sciences, Northwestern UniversityEvanston, IL, USA
| | - Travis White-Schwoch
- Auditory Neuroscience Laboratory, www.brainvolts.northwestern.edu, Northwestern UniversityEvanston, IL, USA
- Department of Communication Sciences, Northwestern UniversityEvanston, IL, USA
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Iliadou VV, Bamiou DE, Chermak GD, Nimatoudis I. Comparison of two tests of auditory temporal resolution in children with central auditory processing disorder, adults with psychosis, and adult professional musicians. Int J Audiol 2014; 53:507-13. [PMID: 24801531 DOI: 10.3109/14992027.2014.900576] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
OBJECTIVE Evaluate auditory temporal resolution threshold outcomes across three different populations. DESIGN Two commercially available tests of auditory gap detection (Random gap detection (RGDT) test, and Gaps-in-noise (GIN) test) were administered to all participants. STUDY SAMPLE Adult professional musicians (APM) (N = 11, age range 28-61 years); children with central auditory processing disorder (CAPD) (N = 22, age range 7.5-17 years); and first episode psychosis patients (FEP) (N = 17, age range 18-48 years). RESULTS It was not possible to calculate a threshold for the RGDT for 13 of 22 children with CAPD and for 7 of 17 adults with FEP due to response inconsistency. Analysis of variance (ANOVA) excluding cases that produced inconsistent RGDT results showed that only RGDT thresholds differed across groups (F = 8.73, p = 0.001). Three t-tests comparing test means within group revealed statistically significant differences between the gap detection thresholds obtained with the RGDT vs. the GIN for each group. No significant correlations were seen between RGDT and GIN. CONCLUSION Lower/better gap detection thresholds and smaller standard deviations were obtained using the GIN in all three groups. Lack of correlation between the two tests suggests that they may measure different processes.
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The enigma of dyslexic musicians. Neuropsychologia 2014; 54:28-40. [DOI: 10.1016/j.neuropsychologia.2013.12.009] [Citation(s) in RCA: 22] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/07/2013] [Revised: 11/14/2013] [Accepted: 12/10/2013] [Indexed: 11/18/2022]
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Jacoby N, Ahissar M. What does It take to Show that a Cognitive Training Procedure is Useful? PROGRESS IN BRAIN RESEARCH 2013; 207:121-40. [DOI: 10.1016/b978-0-444-63327-9.00004-7] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/03/2022]
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