The role of the mirror system in mapping complex sounds into actions

When the Sound Becomes the Goal. 4E Cognition and Teleomusicality in Early Infancy

In this paper we explore early musical behaviors through the lenses of the recently emerged "4E" approach to mind, which sees cognitive processes as Embodied, Embedded, Enacted, and Extended. In doing so, we draw from a range of interdisciplinary research, engaging in critical and constructive discussions with both new findings and existing positions. In particular, we refer to observational research by French pedagogue and psychologist François Delalande, who examined infants' first "sound discoveries" and individuated three different musical "conducts" inspired by the "phases of the game" originally postulated by Piaget. Elaborating on such ideas we introduce the notion of "teleomusicality," which describes the goal-directed behaviors infants adopt to explore and play with sounds. This is distinguished from the developmentally earlier "protomusicality," which is based on music-like utterances, movements, and emotionally relevant interactions (e.g., with primary caregivers) that do not entail a primary focus on sound itself. The development from protomusicality to teleomusicality is discussed in terms of an "attentive shift" that occurs between 6 and 10 months of age. This forms the basis of a conceptual framework for early musical development that emphasizes the emergence of exploratory, goal-directed (i.e., sound-oriented), and self-organized musical actions in infancy. In line with this, we provide a preliminary taxonomy of teleomusical processes discussing "Original Teleomusical Acts" (OTAs) and "Constituted Teleomusical Acts" (CTAs). We argue that while OTAs can be easily witnessed in infants' exploratory behaviors, CTAs involve the mastery of more specific and complex goal-directed chains of actions central to musical activity.

Measuring social interaction in music ensembles

Music ensembles are an ideal test-bed for quantitative analysis of social interaction. Music is an inherently social activity, and music ensembles offer a broad variety of scenarios which are particularly suitable for investigation. Small ensembles, such as string quartets, are deemed a significant example of self-managed teams, where all musicians contribute equally to a task. In bigger ensembles, such as orchestras, the relationship between a leader (the conductor) and a group of followers (the musicians) clearly emerges. This paper presents an overview of recent research on social interaction in music ensembles with a particular focus on (i) studies from cognitive neuroscience; and (ii) studies adopting a computational approach for carrying out automatic quantitative analysis of ensemble music performances.

How and when auditory action effects impair motor performance

Music performance is characterized by complex cross-modal interactions, offering a remarkable window into training-induced long-term plasticity and multimodal integration processes. Previous research with pianists has shown that playing a musical score is affected by the concurrent presentation of musical tones. We investigated the nature of this audio-motor coupling by evaluating how congruent and incongruent cross-modal auditory cues affect motor performance at different time intervals. We found facilitation if a congruent sound preceded motor planning with a large Stimulus Onset Asynchrony (SOA -300 and -200 ms), whereas we observed interference when an incongruent sound was presented with shorter SOAs (-200, -100 and 0 ms). Interference and facilitation, instead of developing through time as opposite effects of the same mechanism, showed dissociable time-courses suggesting their derivation from distinct processes. It seems that the motor preparation induced by the auditory cue has different consequences on motor performance according to the congruency with the future motor state the system is planning and the degree of asynchrony between the motor act and the sound presentation. The temporal dissociation we found contributes to the understanding of how perception meets action in the context of audio-motor integration.

Broca's area in language, action, and music

The work of Paul Broca has been of pivotal importance in the localization of some higher cognitive brain functions. He first reported that lesions to the caudal part of the inferior frontal gyrus were associated with expressive deficits. Although most of his claims are still true today, the emergence of novel techniques as well as the use of comparative analyses prompts modern research for a revision of the role played by Broca's area. Here we review current research showing that the inferior frontal gyrus and the ventral premotor cortex are activated for tasks other than language production. Specifically, a growing number of studies report the involvement of these two regions in language comprehension, action execution and observation, and music execution and listening. Recently, the critical involvement of the same areas in representing abstract hierarchical structures has also been demonstrated. Indeed, language, action, and music share a common syntactic-like structure. We propose that these areas are tuned to detect and represent complex hierarchical dependencies, regardless of modality and use. We speculate that this capacity evolved from motor and premotor functions associated with action execution and understanding, such as those characterizing the mirror-neuron system.

Motor-auditory-visual integration: The role of the human mirror neuron system in communication and communication disorders

The mirror neuron system (MNS) is a trimodal system composed of neuronal populations that respond to motor, visual, and auditory stimulation, such as when an action is performed, observed, heard or read about. In humans, the MNS has been identified using neuroimaging techniques (such as fMRI and mu suppression in the EEG). It reflects an integration of motor-auditory-visual information processing related to aspects of language learning including action understanding and recognition. Such integration may also form the basis for language-related constructs such as theory of mind. In this article, we review the MNS system as it relates to the cognitive development of language in typically developing children and in children at-risk for communication disorders, such as children with autism spectrum disorder (ASD) or hearing impairment. Studying MNS development in these children may help illuminate an important role of the MNS in children with communication disorders. Studies with deaf children are especially important because they offer potential insights into how the MNS is reorganized when one modality, such as audition, is deprived during early cognitive development, and this may have long-term consequences on language maturation and theory of mind abilities.

LEARNING OUTCOMES

Readers will be able to (1) understand the concept of mirror neurons, (2) identify cortical areas associated with the MNS in animal and human studies, (3) discuss the use of mu suppression in the EEG for measuring the MNS in humans, and (4) discuss MNS dysfunction in children with (ASD).