Musical expertise affects neural bases of letter recognition

Music literacy improves reading skills via bilateral orthographic development

Considerable evidence suggests that musical education induces structural and functional neuroplasticity in the brain. This study aimed to explore the potential impact of such changes on word-reading proficiency. We investigated whether musical training promotes the development of uncharted orthographic regions in the right hemisphere leading to better reading abilities. A total of 60 healthy, right-handed culturally matched professional musicians and controls took part in this research. They were categorised as normo-typical readers based on their reading speed (syl/sec) and subdivided into two groups of relatively good and poor readers. High density EEG/ERPs were recorded while participants engaged in a note or letter detection task. Musicians were more fluent in word, non-word and text reading tests, and faster in detecting both notes and words. They also exhibited greater N170 and P300 responses, and target-non target differences for words than controls. Similarly, good readers showed larger N170 and P300 responses than poor readers. Increased reading skills were associated to a bilateral activation of the occipito/temporal cortex, during music and word reading. Source reconstruction also showed a reduced activation of the left fusiform gyrus, and of areas devoted to attentional/ocular shifting in poor vs. good readers, and in controls vs. musicians. Data suggest that music literacy acquired early in time can shape reading circuits by promoting the specialization of a right-sided reading area, whose activity was here associated with enhanced reading proficiency. In conclusion, music literacy induces measurable neuroplastic changes in the left and right OT cortex responsible for improved word reading ability.

The impact of musical training in symbolic and non-symbolic audiovisual judgements of magnitude

Quantity estimation can be represented in either an analog or symbolic manner and recent evidence now suggests that analog and symbolic representation of quantities interact. Nonetheless, those two representational forms of quantities may be enhanced by convergent multisensory information. Here, we elucidate those interactions using high-density electroencephalography (EEG) and an audiovisual oddball paradigm. Participants were presented simultaneous audiovisual tokens in which the co-varying pitch of tones was combined with the embedded cardinality of dot patterns. Incongruencies were elicited independently from symbolic and non-symbolic modality within the audio-visual percept, violating the newly acquired rule that “the higher the pitch of the tone, the larger the cardinality of the figure.” The effect of neural plasticity in symbolic and non-symbolic numerical representations of quantities was investigated through a cross-sectional design, comparing musicians to musically naïve controls. Individual’s cortical activity was reconstructed and statistically modeled for a predefined time-window of the evoked response (130–170 ms). To summarize, we show that symbolic and non-symbolic processing of magnitudes is re-organized in cortical space, with professional musicians showing altered activity in motor and temporal areas. Thus, we argue that the symbolic representation of quantities is altered through musical training.

How is musical activity associated with cognitive ability in later life?

Research has suggested that individuals who play a musical instrument throughout adulthood have better preserved executive function. However, mixed results have been found for associations between musical activity and visuo-spatial abilities, and less is known about associations with fluid intelligence. We explored differences between musicians (N = 30) and non-musicians (N = 30) aged 60-93 years old across a range of neuropsychological measures of cognitive function. Musicians performed significantly better than non-musicians on all domains, which remained after adjusting for age, gender, educational history, languages spoken and physical activity. As a cross-sectional comparison, the results should not be overstated; however, they are consistent with findings suggesting learning a musical instrument throughout the life course may be associated with cognitive benefits. Identifying potential lifestyle factors that have cognitive benefits in later life, such as musical experience, is an important step in developing intervention strategies for cognitive aging.

Bilateral engagement of the occipito-temporal cortex in response to dance kinematics in experts

Previous evidence has shown neuroplastic changes in brain anatomy and connectivity associated with the acquisition of professional visuomotor skills. Reduced hemispherical asymmetry was found in the sensorimotor and visual areas in expert musicians and athletes compared with non-experts. Moreover, increased expertise with faces, body, and objects resulted in an enhanced engagement of the occipito-temporal cortex (OTC) during stimulus observation. The present study aimed at investigating whether intense and extended practice with dance would result in an enhanced symmetric response of OTC at an early stage of action processing. Expert ballet dancers and non-dancer controls were presented with videos depicting ballet steps during EEG recording. The observation of the moving dancer elicited a posterior N2 component, being larger over the left hemisphere in dancers than controls. The source reconstruction (swLORETA) of the negativity showed the engagement of the bilateral inferior and middle temporal regions in experts, while right-lateralized activity was found in controls. The dancers also showed an early P2 and enhanced P300 responses, indicating faster stimulus processing and subsequent recognition. This evidence seemed to suggest expertise-related increased sensitivity of the OTC in encoding body kinematics. Thus, we speculated that long-term whole-body practice would result in enriched and refined action processing.

Steady-state evoked potentials distinguish brain mechanisms of self-paced versus synchronization finger tapping

Sensorimotor synchronization (SMS) requires aligning motor actions to external events and represents a core part of both musical and dance performances. In the current study, to isolate the brain mechanisms involved in synchronizing finger tapping with a musical beat, we compared SMS to pure self-paced finger tapping and listen-only conditions at different tempi. We analyzed EEG data using frequency domain steady-state evoked potentials (SSEPs) to identify sustained electrophysiological brain activity during repetitive tasks. Behavioral results revealed different timing modes between SMS and self-paced finger tapping, associated with distinct scalp topographies, thus suggesting different underlying brain sources. After subtraction of the listen-only brain activity, SMS was compared to self-paced finger tapping. Resulting source estimations showed stronger activation of the left inferior frontal gyrus during SMS, and stronger activation of the bilateral inferior parietal lobule during self-paced finger tapping. These results point to the left inferior frontal gyrus as a pivot for perception-action coupling. We discuss our findings in the context of the ongoing debate about SSEPs interpretation given the variety of brain events contributing to SSEPs and similar EEG frequency responses.

Distinct neural mechanisms for reading Arabic vs. verbal numbers: An ERP study

In this electroencephalogram/event-related potential (EEG/ERP) study, 16 volunteers were asked to compare the numerical equality of 360 pairs of multidigit numbers presented in Arabic or verbal format. Behavioural data showed faster and more accurate responses for digit targets, with a right hand/left hemisphere advantage only for verbal numerals. Occipito-temporal N1, peaking at approximately 180 ms, was strongly left-lateralized during verbal number processing and bilateral during digit processing. A LORETA (low-resolution electromagnetic tomography) source reconstruction performed at the N1 latency stage (155-185 ms) revealed greater brain activation during coding of Arabic than of verbal stimuli. Digit perceptual coding was associated with the activation of the right angular gyrus (rAG), the left fusiform gyrus (FG,BA37), and left and right superior and medial frontal areas. N1 sources for verbal numerals included the left FG (BA37), the precuneus (BA31), the parahippocampal area and a small right prefrontal activation. In addition, verbal numerals elicited a late frontocentral negativity, possibly reflecting stimulus unfamiliarity or complexity. Overall, the data suggest distinct mechanisms for number reading through ciphers (digits) or words. Information about quantity was accessed earlier and more accurately if numbers were in a nonlinguistic code. Indeed, it can be speculated that numerosity processing would involve circuits originally involved in processing space (i.e., rAG/rIPS).

Music reading expertise modulates hemispheric lateralization in English word processing but not in Chinese character processing

Music notation and English word reading both involve mapping horizontally arranged visual components to components in sound, in contrast to reading in logographic languages such as Chinese. Accordingly, music-reading expertise may influence English word processing more than Chinese character processing. Here we showed that musicians named English words significantly faster than non-musicians when words were presented in the left visual field/right hemisphere (RH) or the center position, suggesting an advantage of RH processing due to music reading experience. This effect was not observed in Chinese character naming. A follow-up ERP study showed that in a sequential matching task, musicians had reduced RH N170 responses to English non-words under the processing of musical segments as compared with non-musicians, suggesting a shared visual processing mechanism in the RH between music notation and English non-word reading. This shared mechanism may be related to the letter-by-letter, serial visual processing that characterizes RH English word recognition (e.g., Lavidor & Ellis, 2001), which may consequently facilitate English word processing in the RH in musicians. Thus, music reading experience may have differential influences on the processing of different languages, depending on their similarities in the cognitive processes involved.

Writing System Modulates the Association between Sensitivity to Acoustic Cues in Music and Reading Ability: Evidence from Chinese-English Bilingual Children

Music and language share many attributes and a large body of evidence shows that sensitivity to acoustic cues in music is positively related to language development and even subsequent reading acquisition. However, such association was mainly found in alphabetic languages. What remains unclear is whether sensitivity to acoustic cues in music is associated with reading in Chinese, a morphosyllabic language. The present study aimed to answer this question by measuring music (i.e., musical metric perception and pitch discrimination), language (i.e., phonological awareness, lexical tone sensitivity), and reading abilities (i.e., word recognition) among 54 third-grade Chinese-English bilingual children. After controlling for age and non-verbal intelligence, we found that both musical metric perception and pitch discrimination accounted for unique variance of Chinese phonological awareness while pitch discrimination rather than musical metric perception predicted Chinese lexical tone sensitivity. More importantly, neither musical metric perception nor pitch discrimination was associated with Chinese reading. As for English, musical metric perception and pitch discrimination were correlated with both English phonological awareness and English reading. Furthermore, sensitivity to acoustic cues in music was associated with English reading through the mediation of English phonological awareness. The current findings indicate that the association between sensitivity to acoustic cues in music and reading may be modulated by writing systems. In Chinese, the mapping between orthography and phonology is not as transparent as in alphabetic languages such as English. Thus, this opaque mapping may alter the auditory perceptual sensitivity in music to Chinese reading.

Face Recognition, Musical Appraisal, and Emotional Crossmodal Bias

Recent research on the crossmodal integration of visual and auditory perception suggests that evaluations of emotional information in one sensory modality may tend toward the emotional value generated in another sensory modality. This implies that the emotions elicited by musical stimuli can influence the perception of emotional stimuli presented in other sensory modalities, through a top-down process. The aim of this work was to investigate how crossmodal perceptual processing influences emotional face recognition and how potential modulation of this processing induced by music could be influenced by the subject's musical competence. We investigated how emotional face recognition processing could be modulated by listening to music and how this modulation varies according to the subjective emotional salience of the music and the listener's musical competence. The sample consisted of 24 participants: 12 professional musicians and 12 university students (non-musicians). Participants performed an emotional go/no-go task whilst listening to music by Albeniz, Chopin, or Mozart. The target stimuli were emotionally neutral facial expressions. We examined the N170 Event-Related Potential (ERP) and behavioral responses (i.e., motor reaction time to target recognition and musical emotional judgment). A linear mixed-effects model and a decision-tree learning technique were applied to N170 amplitudes and latencies. The main findings of the study were that musicians' behavioral responses and N170 is more affected by the emotional value of music administered in the emotional go/no-go task and this bias is also apparent in responses to the non-target emotional face. This suggests that emotional information, coming from multiple sensory channels, activates a crossmodal integration process that depends upon the stimuli emotional salience and the listener's appraisal.

Testing the Limits of Skill Transfer for Scrabble Experts in Behavior and Brain

We investigated transfer of the skills developed by competitive Scrabble players. Previous studies reported superior performance for Scrabble experts on the lexical decision task (LDT), suggesting near transfer of Scrabble skills. Here we investigated the potential for far transfer to a symbol decision task (SDT); in particular, transfer of enhanced long-term working memory for vertically presented stimuli. Our behavioral results showed no evidence for far transfer. Despite years of intensive practice, Scrabble experts were no faster and no more accurate than controls in the SDT. However, our fMRI and EEG data from the SDT suggest that the neural repertoire that Scrabble experts develop supports task performance even outside of the practiced domain, in a non-linguistic context. The regions engaged during the SDT were different across groups: controls engaged temporal-frontal regions, whereas Scrabble experts engaged posterior visual and temporal-parietal regions. In Scrabble experts, activity related to Scrabble skill (anagramming scores) included regions associated with visual-spatial processing and long-term working memory, and overlapped with regions previously shown to be associated with Scrabble expertise in the near transfer task (LDT). Analysis of source waveforms within these regions showed that participants with higher anagramming scores had larger P300 amplitudes, potentially reflecting greater working memory capacity, or less variability in the participants who performed the task more efficiently. Thus, the neuroimaging results provide evidence of brain transfer in the absence of behavioral transfer, providing new clues about the consequences of long-term training associated with competitive Scrabble expertise.

Skilled musicians are not subject to the McGurk effect

The McGurk effect is a compelling illusion in which humans auditorily perceive mismatched audiovisual speech as a completely different syllable. In this study evidences are provided that professional musicians are not subject to this illusion, possibly because of their finer auditory or attentional abilities. 80 healthy age-matched graduate students volunteered to the study. 40 were musicians of Brescia Luca Marenzio Conservatory of Music with at least 8–13 years of musical academic studies. /la/, /da/, /ta/, /ga/, /ka/, /na/, /ba/, /pa/ phonemes were presented to participants in audiovisual congruent and incongruent conditions, or in unimodal (only visual or only auditory) conditions while engaged in syllable recognition tasks. Overall musicians showed no significant McGurk effect for any of the phonemes. Controls showed a marked McGurk effect for several phonemes (including alveolar-nasal, velar-occlusive and bilabial ones). The results indicate that the early and intensive musical training might affect the way the auditory cortex process phonetic information.

Testing the domain-general nature of monitoring in the spatial and verbal cognitive domains

While it is well-established that monitoring the environment for the occurrence of relevant events represents a key executive function, it is still unclear whether such a function is mediated by domain-general or domain-specific mechanisms. We investigated this issue by combining event-related potentials (ERPs) with a behavioral paradigm in which monitoring processes (non-monitoring vs. monitoring) and cognitive domains (spatial vs. verbal) were orthogonally manipulated in the same group of participants. They had to categorize 3-dimensional visually presented words on the basis of either spatial or verbal rules. In monitoring blocks, they additionally had to check whether the word displayed a specific spatial configuration or whether it contained a certain consonant. The behavioral results showed slower responses for both spatial and verbal monitoring trials compared to non-monitoring trials. The ERP results revealed that monitoring did not interact with domain, thus suggesting the involvement of common underlying mechanisms. Specifically, monitoring acted on low-level perceptual processes (as expressed by an enhanced visual N1 wave and a sustained posterior negativity for monitoring trials) and on higher-level cognitive processes (involving larger positive modulations by monitoring trials over frontal and parietal scalp regions). The source reconstruction analysis of the ERP data confirmed that monitoring was associated with increased activity in visual areas and in right prefrontal and parietal regions (i.e., superior and inferior frontal gyri and posterior parietal cortex), which previous studies have linked to spatial and temporal monitoring. Our findings extend this research by supporting the domain-general nature of monitoring in the spatial and verbal domains.

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Previous studies suggest that monitoring relies on domain-general mechanisms.

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We combined EEG with a novel experimental design to directly test this hypothesis.

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Spatial and verbal non-monitoring and monitoring tasks were performed.

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Results confirmed the domain-general nature of monitoring.

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EEG source reconstruction showed the involvement of common right fronto-parietal areas.

The Influence of Pre-stimulus EEG Activity on Reaction Time During a Verbal Sternberg Task is Related to Musical Expertise

Previous work highlighted the possibility that musical training has an influence on cognitive functioning. The suggested reason for this influence is the strong recruitment of attention, planning, and working memory functions during playing a musical instrument. The purpose of the present work was twofold, namely to evaluate the general relationship between pre-stimulus electrophysiological activity and cognition, and more specifically the influence of musical expertise on working memory functions. With this purpose in mind, we used covariance mapping analyses to evaluate whether pre-stimulus electroencephalographic activity is predictive for reaction time during a visual working memory task (Sternberg paradigm) in musicians and non-musicians. In line with our hypothesis, we replicated previous findings pointing to a general predictive value of pre-stimulus activity for working memory performance. Most importantly, we also provide first evidence for an influence of musical expertise on working memory performance that could distinctively be predicted by pre-stimulus spectral power. Our results open novel perspectives for better comprehending the vast influences of musical expertise on cognition.

The effect of musical practice on gesture/sound pairing

Learning to play a musical instrument is a demanding process requiring years of intense practice. Dramatic changes in brain connectivity, volume, and functionality have been shown in skilled musicians. It is thought that music learning involves the formation of novel audio visuomotor associations, but not much is known about the gradual acquisition of this ability. In the present study, we investigated whether formal music training enhances audiovisual multisensory processing. To this end, pupils at different stages of education were examined based on the hypothesis that the strength of audio/visuomotor associations would be augmented as a function of the number of years of conservatory study (expertise). The study participants were violin and clarinet students of pre-academic and academic levels and of different chronological ages, ages of acquisition, and academic levels. A violinist and a clarinetist each played the same score, and each participant viewed the video corresponding to his or her instrument. Pitch, intensity, rhythm, and sound duration were matched across instruments. In half of the trials, the soundtrack did not match (in pitch) the corresponding musical gestures. Data analysis indicated a correlation between the number of years of formal training (expertise) and the ability to detect an audiomotor incongruence in music performance (relative to the musical instrument practiced), thus suggesting a direct correlation between knowing how to play and perceptual sensitivity.

Audio-visuomotor processing in the musician's brain: an ERP study on professional violinists and clarinetists

The temporal dynamics of brain activation during visual and auditory perception of congruent vs. incongruent musical video clips was investigated in 12 musicians from the Milan Conservatory of music and 12 controls. 368 videos of a clarinetist and a violinist playing the same score with their instruments were presented. The sounds were similar in pitch, intensity, rhythm and duration. To produce an audiovisual discrepancy, in half of the trials, the visual information was incongruent with the soundtrack in pitch. ERPs were recorded from 128 sites. Only in musicians for their own instruments was a N400-like negative deflection elicited due to the incongruent audiovisual information. SwLORETA applied to the N400 response identified the areas mediating multimodal motor processing: the prefrontal cortex, the right superior and middle temporal gyrus, the premotor cortex, the inferior frontal and inferior parietal areas, the EBA, somatosensory cortex, cerebellum and SMA. The data indicate the existence of audiomotor mirror neurons responding to incongruent visual and auditory information, thus suggesting that they may encode multimodal representations of musical gestures and sounds. These systems may underlie the ability to learn how to play a musical instrument.

Congenital unilateral deafness affects cerebral organization of reading

It is known that early sensory deprivation modifies brain functional structure and connectivity. The aim of the present study was to investigate the neuro-functional organization of reading in a patient with profound congenital unilateral deafness. Using event-related potentials (ERPs), we compared cortical networks supporting the processing of written words in patient RA (completely deaf in the right ear since birth) and in a group of control volunteers. We found that congenital unilateral hearing deprivation modifies neural mechanisms of word reading. Indeed, while written word processing was left-lateralized in controls, we found a strong right lateralization of the fusiform and inferior occipital gyri activation in RA. This finding goes in the same direction of recent proposals that the ventral occipito-temporal activity in word reading seem to lateralize to the same hemisphere as the one involved in spoken language processing.