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Markevich M, Rebreikina A, Logvinenko T, Grigorenko EL, Sysoeva O. How does musical rhythm influence grammatical processing at the neurophysiological level? Neuroreport 2024; 35:915-920. [PMID: 39166391 DOI: 10.1097/wnr.0000000000002081] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/22/2024]
Abstract
Numerous behavioral studies have demonstrated a rhythmic priming effect (RPE) on grammatical processing using grammaticality judgment tasks (GJT), where participants performed better following regular rhythmic sequences compared to baseline conditions or irregular rhythmic sequences (i.e. auditory rhythmic sequences with violated metrical structure). Only a few studies, however, have explored neurophysiological RPE in grammatical processing. Such neurophysiological investigations have been limited to GJT presented auditorily, have been primarily focused on the French- and German-speaking adult participants, and have rarely used baseline nonpriming conditions. The objective of the present study was to investigate neurophysiological correlates of the RPE in the GJT presented in visual modality. In the current study, we registered a 128-channel electroencephalogram while Russian-speaking adolescents performed a visual GJT, where each sentence was presented word by word in a self-paced manner. Before each experimental block, participants listened to regular rhythmic sequences, irregular rhythmic sequences, or silence. We observed that the late negativity in the event-related potential was larger for the ungrammatical condition compared to the grammatical condition only after the presentation of irregular rhythmic sequences. This effect, referred to as the N600 component in previous research, has been associated with increased cognitive complexity. In conclusion, results suggest that exposure to irregular rhythmic stimulation may lead to increased cognitive demand. This is attributed to the complexity associated with concurrently executing the GJT and managing rhythmic disruption, consequently increasing the strain on working memory resources.
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Affiliation(s)
- Maksim Markevich
- Center for Cognitive Sciences, Sirius University of Science and Technology, Sirius, Krasnodar Region, Russia
| | - Anna Rebreikina
- Center for Cognitive Sciences, Sirius University of Science and Technology, Sirius, Krasnodar Region, Russia
- Laboratory of Human Higher Nervous Activity, Institute of Higher Nervous Activity and Neurophysiology of RAS, Moscow, Russia
| | - Tatiana Logvinenko
- Department of Child and Adolescent Psychiatry and Psychotherapy, University Hospital, Ludwig Maximilian University of Munich, Munich, Germany
| | - Elena L Grigorenko
- Center for Cognitive Sciences, Sirius University of Science and Technology, Sirius, Krasnodar Region, Russia
- Department of Psychology, University of Houston, Houston, Texas, USA
| | - Olga Sysoeva
- Center for Cognitive Sciences, Sirius University of Science and Technology, Sirius, Krasnodar Region, Russia
- Laboratory of Human Higher Nervous Activity, Institute of Higher Nervous Activity and Neurophysiology of RAS, Moscow, Russia
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2
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Zhu M, Chen F, Shi C, Zhang Y. Amplitude envelope onset characteristics modulate phase locking for speech auditory-motor synchronization. Psychon Bull Rev 2024; 31:1661-1669. [PMID: 38227125 DOI: 10.3758/s13423-023-02446-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/18/2023] [Indexed: 01/17/2024]
Abstract
The spontaneous speech-to-speech synchronization (SSS) test has been shown to be an effective behavioral method to estimate cortical speech auditory-motor coupling strength through phase-locking value (PLV) between auditory input and motor output. This study further investigated how amplitude envelope onset variations of the auditory speech signal may influence the speech auditory-motor synchronization. Sixty Mandarin-speaking adults listened to a stream of randomly presented syllables at an increasing speed while concurrently whispering in synchrony with the rhythm of the auditory stimuli whose onset consistency was manipulated, consisting of aspirated, unaspirated, and mixed conditions. The participants' PLVs for the three conditions in the SSS test were derived and compared. Results showed that syllable rise time affected the speech auditory-motor synchronization in a bifurcated fashion. Specifically, PLVs were significantly higher in the temporally more consistent conditions (aspirated or unaspirated) than those in the less consistent condition (mixed) for high synchronizers. In contrast, low synchronizers tended to be immune to the onset consistency. Overall, these results validated how syllable onset consistency in the rise time of amplitude envelope may modulate the strength of speech auditory-motor coupling. This study supports the application of the SSS test to examine individual differences in the integration of perception and production systems, which has implications for those with speech and language disorders that have difficulty with processing speech onset characteristics such as rise time.
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Affiliation(s)
- Min Zhu
- School of Foreign Languages, Hunan University, Changsha, China
| | - Fei Chen
- School of Foreign Languages, Hunan University, Changsha, China.
| | - Chenxin Shi
- School of Foreign Languages, Hunan University, Changsha, China
| | - Yang Zhang
- Department of Speech-Language-Hearing Sciences and Masonic Institute for the Developing Brain, The University of Minnesota, Twin Cities, MN, USA.
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3
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Smit EA, Rathcke TV. The role of native language and beat perception ability in the perception of speech rhythm : Native language, beat perception, and speech rhythm perception. Psychon Bull Rev 2024:10.3758/s13423-024-02513-4. [PMID: 39028394 DOI: 10.3758/s13423-024-02513-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/11/2024] [Indexed: 07/20/2024]
Abstract
The perception of rhythm has been studied across a range of auditory signals, with speech presenting one of the particularly challenging cases to capture and explain. Here, we asked if rhythm perception in speech is guided by perceptual biases arising from native language structures, if it is shaped by the cognitive ability to perceive a regular beat, or a combination of both. Listeners of two prosodically distinct languages - English and French - heard sentences (spoken in their native and the foreign language, respectively) and compared the rhythm of each sentence to its drummed version (presented at inter-syllabic, inter-vocalic, or isochronous intervals). While English listeners tended to map sentence rhythm onto inter-vocalic and inter-syllabic intervals in this task, French listeners showed a perceptual preference for inter-vocalic intervals only. The native language tendency was equally apparent in the listeners' foreign language and was enhanced by individual beat perception ability. These findings suggest that rhythm perception in speech is shaped primarily by listeners' native language experience with a lesser influence of innate cognitive traits.
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Affiliation(s)
- Eline A Smit
- Department of Linguistics, University of Konstanz, Konstanz, Germany
| | - Tamara V Rathcke
- Department of Linguistics, University of Konstanz, Konstanz, Germany.
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4
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Villanueva J, Ilari B, Habibi A. Long-term music instruction is partially associated with the development of socioemotional skills. PLoS One 2024; 19:e0307373. [PMID: 39024268 PMCID: PMC11257369 DOI: 10.1371/journal.pone.0307373] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2023] [Accepted: 07/03/2024] [Indexed: 07/20/2024] Open
Abstract
This study aims to investigate the development of pitch-matching, rhythmic entrainment, and socioemotional skills in children who received formal music instruction and other non-music based after school programs. Eighty-three children, averaging 6.81 years old at baseline, were enrolled in either a music, sports, or no after-school program and followed over four years. The music program involved formal and systematic instruction in music theory, instrumental technique, and performance. Most control participants had no music education; however, in some instances, participants received minimal music education at school or at church. Musical development was measured using a pitch-matching and drumming-based rhythmic entrainment task. Sharing behavior was measured using a variation of the dictator game, and empathy was assessed using three different assessments: the Index of Empathy for Children and Adolescence (trait empathy), the Reading the Mind in the Eyes Test (theory of mind), and a Fiction Emotion-Matching task (state empathy). Results revealed no time-related associations in pitch-matching ability; however, formal music instruction improved pitch-matching relative to controls. On the contrary, improvements in rhythmic entrainment were best explained by age-related changes rather than music instruction. This study also found limited support for a positive association between formal music instruction and socioemotional skills. That is, individuals with formal music instruction exhibited improved emotion-matching relative to those with sports training. In terms of general socioemotional development, children's trait-level affective empathy did not improve over time, while sharing, theory of mind, and state empathy did. Additionally, pitch-matching and rhythmic entrainment did not reliably predict any socioemotional measures, with associations being trivial to small. While formal music instruction benefitted pitch-matching ability and emotion-matching to an audiovisual stimulus, it was not a significant predictor of rhythmic entrainment or broader socioemotional development. These findings suggest that the transfer of music training may be most evident in near or similar domains.
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Affiliation(s)
- Jed Villanueva
- Brain and Creativity Institute, Dornsife College of Letters Arts and Sciences, University of Southern California, Los Angeles, CA, United States of America
| | - Beatriz Ilari
- Department of Music Teaching & Learning, Thornton School of Music, University of Southern California, Los Angeles, CA, United States of America
| | - Assal Habibi
- Brain and Creativity Institute, Dornsife College of Letters Arts and Sciences, University of Southern California, Los Angeles, CA, United States of America
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Vigl J, Talamini F, Strauss H, Zentner M. Prosodic discrimination skills mediate the association between musical aptitude and vocal emotion recognition ability. Sci Rep 2024; 14:16462. [PMID: 39014043 PMCID: PMC11252295 DOI: 10.1038/s41598-024-66889-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/22/2023] [Accepted: 07/04/2024] [Indexed: 07/18/2024] Open
Abstract
The current study tested the hypothesis that the association between musical ability and vocal emotion recognition skills is mediated by accuracy in prosody perception. Furthermore, it was investigated whether this association is primarily related to musical expertise, operationalized by long-term engagement in musical activities, or musical aptitude, operationalized by a test of musical perceptual ability. To this end, we conducted three studies: In Study 1 (N = 85) and Study 2 (N = 93), we developed and validated a new instrument for the assessment of prosodic discrimination ability. In Study 3 (N = 136), we examined whether the association between musical ability and vocal emotion recognition was mediated by prosodic discrimination ability. We found evidence for a full mediation, though only in relation to musical aptitude and not in relation to musical expertise. Taken together, these findings suggest that individuals with high musical aptitude have superior prosody perception skills, which in turn contribute to their vocal emotion recognition skills. Importantly, our results suggest that these benefits are not unique to musicians, but extend to non-musicians with high musical aptitude.
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Affiliation(s)
- Julia Vigl
- Department of Psychology, University of Innsbruck, Universitätsstraße 15, 6020, Innsbruck, Austria.
| | - Francesca Talamini
- Department of Psychology, University of Innsbruck, Universitätsstraße 15, 6020, Innsbruck, Austria
| | - Hannah Strauss
- Department of Psychology, University of Innsbruck, Universitätsstraße 15, 6020, Innsbruck, Austria
| | - Marcel Zentner
- Department of Psychology, University of Innsbruck, Universitätsstraße 15, 6020, Innsbruck, Austria
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Berthault E, Chen S, Falk S, Morillon B, Schön D. Auditory and motor priming of metric structure improves understanding of degraded speech. Cognition 2024; 248:105793. [PMID: 38636164 DOI: 10.1016/j.cognition.2024.105793] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/04/2023] [Revised: 03/07/2024] [Accepted: 04/09/2024] [Indexed: 04/20/2024]
Abstract
Speech comprehension is enhanced when preceded (or accompanied) by a congruent rhythmic prime reflecting the metrical sentence structure. Although these phenomena have been described for auditory and motor primes separately, their respective and synergistic contribution has not been addressed. In this experiment, participants performed a speech comprehension task on degraded speech signals that were preceded by a rhythmic prime that could be auditory, motor or audiomotor. Both auditory and audiomotor rhythmic primes facilitated speech comprehension speed. While the presence of a purely motor prime (unpaced tapping) did not globally benefit speech comprehension, comprehension accuracy scaled with the regularity of motor tapping. In order to investigate inter-individual variability, participants also performed a Spontaneous Speech Synchronization test. The strength of the estimated perception-production coupling correlated positively with overall speech comprehension scores. These findings are discussed in the framework of the dynamic attending and active sensing theories.
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Affiliation(s)
- Emma Berthault
- Aix Marseille Université, INSERM, INS, Institut de Neurosciences des Systèmes, Marseille, France.
| | - Sophie Chen
- Aix Marseille Université, INSERM, INS, Institut de Neurosciences des Systèmes, Marseille, France.
| | - Simone Falk
- Department of Linguistics and Translation, University of Montreal, Canada; International Laboratory for Brain, Music and Sound Research, Montreal, Canada.
| | - Benjamin Morillon
- Aix Marseille Université, INSERM, INS, Institut de Neurosciences des Systèmes, Marseille, France.
| | - Daniele Schön
- Aix Marseille Université, INSERM, INS, Institut de Neurosciences des Systèmes, Marseille, France.
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Boll-Avetisyan N, Shandala A, Langus A. Infants show systematic rhythmic motor responses while listening to rhythmic speech. Front Psychol 2024; 15:1370007. [PMID: 38952821 PMCID: PMC11216316 DOI: 10.3389/fpsyg.2024.1370007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/13/2024] [Accepted: 05/29/2024] [Indexed: 07/03/2024] Open
Abstract
Rhythm is known to play an important role in infant language acquisition, but few infant language development studies have considered that rhythm is multimodal and shows strong connections between speech and the body. Based on the observation that infants sometimes show rhythmic motor responses when listening to auditory rhythms, the present study asked whether specific rhythm cues (pitch, intensity, or duration) would systematically increase infants' spontaneous rhythmic body movement, and whether their rhythmic movements would be associated with their speech processing abilities. We used pre-existing experimental and video data of 148 German-learning 7.5- and 9.5-month-old infants tested on their use of rhythm as a cue for speech segmentation. The infants were familiarized with an artificial language featuring syllables alternating in pitch, intensity, duration, or none of these cues. Subsequently, they were tested on their recognition of bisyllables based on perceived rhythm. We annotated infants' rhythmic movements in the videos, analyzed whether the rhythmic moving durations depended on the perceived rhythmic cue, and correlated them with the speech segmentation performance. The result was that infants' motor engagement was highest when they heard a duration-based speech rhythm. Moreover, we found an association of the quantity of infants' rhythmic motor responses and speech segmentation. However, contrary to the predictions, infants who exhibited fewer rhythmic movements showed a more mature performance in speech segmentation. In sum, the present study provides initial exploratory evidence that infants' spontaneous rhythmic body movements while listening to rhythmic speech are systematic, and may be linked with their language processing. Moreover, the results highlight the need for considering infants' spontaneous rhythmic body movements as a source of individual differences in infant auditory and speech perception.
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Affiliation(s)
- Natalie Boll-Avetisyan
- Department of Linguistics, University of Potsdam, Potsdam, Germany
- Research Focus Cognitive Sciences, University of Potsdam, Potsdam, Germany
| | - Arina Shandala
- Department of Linguistics, University of Potsdam, Potsdam, Germany
- International Doctorate for Experimental Approaches to Language and Brain (IDEALAB), University of Groningen, Netherlands/University of Newcastle, United Kingdom/University of Potsdam, Germany and Macquarie University, Sydney, NSW, Australia
| | - Alan Langus
- Department of Linguistics, University of Potsdam, Potsdam, Germany
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Keshavarzi M, Mandke K, Macfarlane A, Parvez L, Gabrielczyk F, Wilson A, Goswami U. Atypical beta-band effects in children with dyslexia in response to rhythmic audio-visual speech. Clin Neurophysiol 2024; 160:47-55. [PMID: 38387402 DOI: 10.1016/j.clinph.2024.02.008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/01/2023] [Revised: 01/31/2024] [Accepted: 02/06/2024] [Indexed: 02/24/2024]
Abstract
OBJECTIVE Previous studies have reported atypical delta phase in children with dyslexia, and that delta phase modulates the amplitude of the beta-band response via delta-beta phase-amplitude coupling (PAC). Accordingly, the atypical delta-band effects in children with dyslexia may imply related atypical beta-band effects, particularly regarding delta-beta PAC. Our primary objective was to explore beta-band oscillations in children with and without dyslexia, to explore potentially atypical effects in the beta band in dyslexic children. METHODS We collected EEG data during a rhythmic speech paradigm from 51 children (21 control; 30 dyslexia). We then assessed beta-band phase entrainment, beta-band angular velocity, beta-band power responses and delta-beta PAC. RESULTS We found significant beta-band phase entrainment for control children but not for dyslexic children. Furthermore, children with dyslexia exhibited significantly faster beta-band angular velocity and significantly greater beta-band power. Delta-beta PAC was comparable in both groups. CONCLUSION Atypical beta-band effects were observed in children with dyslexia. However, delta-beta PAC was comparable in both dyslexic and control children. SIGNIFICANCE These findings offer further insights into the neurophysiological basis of atypical rhythmic speech processing by children with dyslexia, suggesting the involvement of a wide range of frequency bands.
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Affiliation(s)
- Mahmoud Keshavarzi
- Centre for Neuroscience in Education, Department of Psychology, University of Cambridge, Cambridge CB2 3EB, United Kingdom.
| | - Kanad Mandke
- Centre for Neuroscience in Education, Department of Psychology, University of Cambridge, Cambridge CB2 3EB, United Kingdom
| | - Annabel Macfarlane
- Centre for Neuroscience in Education, Department of Psychology, University of Cambridge, Cambridge CB2 3EB, United Kingdom
| | - Lyla Parvez
- Centre for Neuroscience in Education, Department of Psychology, University of Cambridge, Cambridge CB2 3EB, United Kingdom
| | - Fiona Gabrielczyk
- Centre for Neuroscience in Education, Department of Psychology, University of Cambridge, Cambridge CB2 3EB, United Kingdom
| | - Angela Wilson
- Centre for Neuroscience in Education, Department of Psychology, University of Cambridge, Cambridge CB2 3EB, United Kingdom
| | - Usha Goswami
- Centre for Neuroscience in Education, Department of Psychology, University of Cambridge, Cambridge CB2 3EB, United Kingdom
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Dahary H, Rimmer C, Quintin EM. Musical Beat Perception Skills of Autistic and Neurotypical Children. J Autism Dev Disord 2024; 54:1453-1467. [PMID: 36635432 DOI: 10.1007/s10803-022-05864-w] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/06/2022] [Indexed: 01/14/2023]
Abstract
Many autistic children show musical interests and good musical skills including pitch and melodic memory. Autistic children may also perceive temporal regularities in music such as the primary beat underlying the rhythmic structure of music given some work showing preserved rhythm processing in the context of basic, nonverbal auditory stimuli. The temporal regularity and prediction of musical beats can potentially serve as an excellent framework for building skills in non-musical areas of growth for autistic children. We examine if autistic children are perceptually sensitive to the primary beat of music by comparing the musical beat perception skills of autistic and neurotypical children. Twenty-three autistic children and 23 neurotypical children aged 6-13 years with no group differences in chronological age and verbal and nonverbal mental ages completed a musical beat perception task where they identified whether beeps superimposed on musical excerpts were on or off the musical beat. Overall task performance was above the theoretical chance threshold of 50% but not the statistical chance threshold of 70% across groups. On-beat (versus off-beat) accuracy was higher for the autistic group but not the neurotypical group. The autistic group was just as accurate at detecting beat alignments (on-beat) but less precise at detecting beat misalignments (off-beat) compared to the neurotypical group. Perceptual sensitivity to beat alignments provides support for spared music processing among autistic children and informs on the accessibility of using musical beats and rhythm for cultivating related skills and behaviours (e.g., language and motor abilities).
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Affiliation(s)
- Hadas Dahary
- Department of Educational and Counselling Psychology, McGill University, Montreal, QC, Canada
- Centre for Research on Brain, Language and Music, McGill University, Montreal, QC, Canada
- Azrieli Centre for Autism Research, Montreal Neurological Institute, McGill University, Montreal, QC, Canada
| | - Charlotte Rimmer
- Department of Educational and Counselling Psychology, McGill University, Montreal, QC, Canada
- Centre for Research on Brain, Language and Music, McGill University, Montreal, QC, Canada
| | - Eve-Marie Quintin
- Department of Educational and Counselling Psychology, McGill University, Montreal, QC, Canada.
- Centre for Research on Brain, Language and Music, McGill University, Montreal, QC, Canada.
- Azrieli Centre for Autism Research, Montreal Neurological Institute, McGill University, Montreal, QC, Canada.
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10
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Momtaz S, Bidelman GM. Effects of Stimulus Rate and Periodicity on Auditory Cortical Entrainment to Continuous Sounds. eNeuro 2024; 11:ENEURO.0027-23.2024. [PMID: 38253583 PMCID: PMC10913036 DOI: 10.1523/eneuro.0027-23.2024] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/23/2023] [Revised: 01/14/2024] [Accepted: 01/16/2024] [Indexed: 01/24/2024] Open
Abstract
The neural mechanisms underlying the exogenous coding and neural entrainment to repetitive auditory stimuli have seen a recent surge of interest. However, few studies have characterized how parametric changes in stimulus presentation alter entrained responses. We examined the degree to which the brain entrains to repeated speech (i.e., /ba/) and nonspeech (i.e., click) sounds using phase-locking value (PLV) analysis applied to multichannel human electroencephalogram (EEG) data. Passive cortico-acoustic tracking was investigated in N = 24 normal young adults utilizing EEG source analyses that isolated neural activity stemming from both auditory temporal cortices. We parametrically manipulated the rate and periodicity of repetitive, continuous speech and click stimuli to investigate how speed and jitter in ongoing sound streams affect oscillatory entrainment. Neuronal synchronization to speech was enhanced at 4.5 Hz (the putative universal rate of speech) and showed a differential pattern to that of clicks, particularly at higher rates. PLV to speech decreased with increasing jitter but remained superior to clicks. Surprisingly, PLV entrainment to clicks was invariant to periodicity manipulations. Our findings provide evidence that the brain's neural entrainment to complex sounds is enhanced and more sensitized when processing speech-like stimuli, even at the syllable level, relative to nonspeech sounds. The fact that this specialization is apparent even under passive listening suggests a priority of the auditory system for synchronizing to behaviorally relevant signals.
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Affiliation(s)
- Sara Momtaz
- School of Communication Sciences & Disorders, University of Memphis, Memphis, Tennessee 38152
- Boys Town National Research Hospital, Boys Town, Nebraska 68131
| | - Gavin M Bidelman
- Department of Speech, Language and Hearing Sciences, Indiana University, Bloomington, Indiana 47408
- Program in Neuroscience, Indiana University, Bloomington, Indiana 47405
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11
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Kim HW, Kovar J, Bajwa JS, Mian Y, Ahmad A, Mancilla Moreno M, Price TJ, Lee YS. Rhythmic motor behavior explains individual differences in grammar skills in adults. Sci Rep 2024; 14:3710. [PMID: 38355855 PMCID: PMC10867023 DOI: 10.1038/s41598-024-53382-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/06/2023] [Accepted: 01/31/2024] [Indexed: 02/16/2024] Open
Abstract
A growing body of literature has reported the relationship between music and language, particularly between individual differences in perceptual rhythm skill and grammar competency in children. Here, we investigated whether motoric aspects of rhythm processing-as measured by rhythmic finger tapping tasks-also explain the rhythm-grammar connection in 150 healthy young adults. We found that all expressive rhythm skills (spontaneous, synchronized, and continued tapping) along with rhythm discrimination skill significantly predicted receptive grammar skills on either auditory sentence comprehension or grammaticality well-formedness judgment (e.g., singular/plural, past/present), even after controlling for verbal working memory and music experience. Among these, synchronized tapping and rhythm discrimination explained unique variance of sentence comprehension and grammaticality judgment, respectively, indicating differential associations between different rhythm and grammar skills. Together, we demonstrate that even simple and repetitive motor behavior can account for seemingly high-order grammar skills in the adult population, suggesting that the sensorimotor system continue to support syntactic operations.
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Affiliation(s)
- Hyun-Woong Kim
- School of Behavioral and Brain Sciences, University of Texas at Dallas, Richardson, USA
- Callier Center for Communication Disorders, University of Texas at Dallas, Richardson, USA
- Department of Psychology, The University of Texas at Dallas, Richardson, USA
| | - Jessica Kovar
- School of Behavioral and Brain Sciences, University of Texas at Dallas, Richardson, USA
- Callier Center for Communication Disorders, University of Texas at Dallas, Richardson, USA
| | - Jesper Singh Bajwa
- School of Behavioral and Brain Sciences, University of Texas at Dallas, Richardson, USA
| | - Yasir Mian
- School of Behavioral and Brain Sciences, University of Texas at Dallas, Richardson, USA
| | - Ayesha Ahmad
- School of Behavioral and Brain Sciences, University of Texas at Dallas, Richardson, USA
- Department of Neuroscience and Center for Advanced Pain Studies, University of Texas at Dallas, Richardson, USA
| | - Marisol Mancilla Moreno
- School of Behavioral and Brain Sciences, University of Texas at Dallas, Richardson, USA
- Department of Neuroscience and Center for Advanced Pain Studies, University of Texas at Dallas, Richardson, USA
| | - Theodore J Price
- School of Behavioral and Brain Sciences, University of Texas at Dallas, Richardson, USA
- Department of Neuroscience and Center for Advanced Pain Studies, University of Texas at Dallas, Richardson, USA
| | - Yune Sang Lee
- School of Behavioral and Brain Sciences, University of Texas at Dallas, Richardson, USA.
- Callier Center for Communication Disorders, University of Texas at Dallas, Richardson, USA.
- Department of Speech, Language, and Hearing, The University of Texas at Dallas, Richardson, USA.
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12
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Liu X, Liu Y. Music Rhythmic Cueing for the Production of Non-native Speech Rhythm: Evidence from Chinese Learners of French. JOURNAL OF PSYCHOLINGUISTIC RESEARCH 2024; 53:10. [PMID: 38311624 DOI: 10.1007/s10936-024-10044-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 11/18/2023] [Indexed: 02/06/2024]
Abstract
The present study examined the cross-modal cueing effect of musical rhythmic beats on non-native speech rhythm production. Two groups of Chinese learners of French were cued respectively with rhythmic beats that either matched (matching group) or mismatched (mismatching group) the rhythm patterns of the target French sentences. The participants were asked to produce the target sentences after cueing and their speech production was compared with their baseline condition in which no cueing was used. The results showed that the matching group produced the target French rhythm significantly better after cueing with musical rhythmic beats that matched the French rhythm, in contrast to the mismatching group where no significant improvement was found. Individual differences in auditory short-term memory and rhythmic skills were not related to improvement in producing French rhythm after cueing. The results suggest that musical rhythmic cueing can be used to improve non-native speech rhythm production, further indicating a close link between speech and music in the temporal domain.
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Affiliation(s)
- Xiaoluan Liu
- Department of English, School of Foreign Languages, East China Normal University, Shanghai, 200241, China.
| | - Yuanyuan Liu
- Department of English, Shanghai Minhang No. 3 Middle School, Shanghai, China
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13
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Ma W, Bowers L, Behrend D, Hellmuth Margulis E, Forde Thompson W. Child word learning in song and speech. Q J Exp Psychol (Hove) 2024; 77:343-362. [PMID: 37073951 DOI: 10.1177/17470218231172494] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/20/2023]
Abstract
Listening to sung words rather than spoken words can facilitate word learning and memory in adults and school-aged children. To explore the development of this effect in young children, this study examined word learning (assessed as forming word-object associations) in 1- to 2-year olds and 3- to 4-year olds, and word long-term memory (LTM) in 4- to 5-year olds several days after the initial learning. In an intermodal preferential looking paradigm, children were taught a pair of words utilising adult-directed speech (ADS) and a pair of sung words. Word learning performance was better with sung words than with ADS words in 1- to 2-year olds (Experiments 1a and 1b), 3- to 4-year olds (Experiment 1a), and 4- to 5-year olds (Experiment 2b), revealing a benefit of song in word learning in all age ranges recruited. We also examined whether children successfully learned the words by comparing their performance against chance. The 1- to 2-year olds only learned sung words, but the 3- to 4-year olds learned both sung and ADS words, suggesting that the reliance on music features in word learning observed at ages 1-2 decreased with age. Furthermore, song facilitated the word mapping-recognition processes. Results on children's LTM performance showed that the 4- to 5-year olds' LTM performance did not differ between sung and ADS words. However, the 4- to 5-year olds reliably recalled sung words but not spoken words. The reliable LTM of sung words arose from hearing sung words during the initial learning rather than at test. Finally, the benefit of song on word learning and the reliable LTM of sung words observed at ages 3-5 cannot be explained as an attentional effect.
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Affiliation(s)
- Weiyi Ma
- School of Human Environmental Sciences, University of Arkansas, Fayetteville, AR, USA
| | - Lisa Bowers
- Department of Rehabilitation, Human Resources and Communication Disorders, University of Arkansas, Fayetteville, AR, USA
| | - Douglas Behrend
- Department of Psychological Science, University of Arkansas, Fayetteville, AR, USA
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Russo S, Carnovalini F, Calignano G, Arfé B, Rodà A, Valenza E. Linking vestibular, tactile, and somatosensory rhythm perception to language development in infancy. Cognition 2024; 243:105688. [PMID: 38101080 DOI: 10.1016/j.cognition.2023.105688] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/14/2023] [Revised: 11/30/2023] [Accepted: 12/06/2023] [Indexed: 12/17/2023]
Abstract
First experiences with rhythm occur in the womb, with different rhythmic sources being available to the human fetus. Among sensory modalities, vestibular, tactile, and somatosensory perception plays a crucial role in early processing. However, a limited number of studies so far have specifically focused on VTS rhythms in language development. The present work investigated VTS rhythmic abilities and their role in language acquisition through two experiments with 45 infants (21 females, sex assigned at birth; M age = 661.6 days, SD = 192.6) with middle/high socioeconomic status. Specifically, 37 infants from the original sample completed Experiment 1, assessing VTS rhythmic abilities through a vibrotactile tool for music perception. In Experiment 2, linguistic abilities were evaluated in 40 participants from the same cohort, specifically testing phonological and prosodic processing. Discrimination abilities for rhythmic and linguistic stimuli were inferred from changes in pupil diameter to contingent visual stimuli over time, through a Tobii X-60 eye-tracker. The predictive effect of VTS rhythmic abilities on linguistic processing and the developmental changes occurring across ages were explored in the 32 infants who completed both Experiments 1 and 2 by means of generalized, additive and linear, mixed-effect models. Results are discussed in terms of cross-sensory (i.e., haptic to hearing) and cross-domain (i.e., music to language) effects of rhythm on language acquisition, with implications for typical and atypical development.
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Affiliation(s)
- Sofia Russo
- Department of Developmental Psychology and Socialization, University of Padua, Padova, Italy.
| | - Filippo Carnovalini
- Department of Department of Information Engineering, University of Padua, Padova, Italy.
| | - Giulia Calignano
- Department of Developmental Psychology and Socialization, University of Padua, Padova, Italy.
| | - Barbara Arfé
- Department of Developmental Psychology and Socialization, University of Padua, Padova, Italy.
| | - Antonio Rodà
- Department of Department of Information Engineering, University of Padua, Padova, Italy.
| | - Eloisa Valenza
- Department of Developmental Psychology and Socialization, University of Padua, Padova, Italy.
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15
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Han M, Chien YF, Zhang Z, Wei Z, Li W. Music training affects listeners' processing of different types of accentuation information: Evidence from ERPs. Brain Cogn 2024; 174:106120. [PMID: 38142535 DOI: 10.1016/j.bandc.2023.106120] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/03/2023] [Revised: 12/07/2023] [Accepted: 12/14/2023] [Indexed: 12/26/2023]
Abstract
Previous studies found that prolonged musical training can promote language processing, but few studies have examined whether and how musical training affects the processing of accentuation in spoken language. In this study, a vocabulary detection task was conducted, with Chinese single sentences as materials, to investigate how musicians and non-musicians process corrective accent and information accent in the sentence-middle and sentence-final positions. In the sentence-middle position, results of the cluster-based permutation t-tests showed significant differences in the 574-714 ms time window for the control group. In the sentence-final position, the cluster-based permutation t-tests revealed significant differences in the 612-810 ms time window for the music group and in the 616-812 ms time window for the control group. These significant positive effects were induced by the processing of information accent relative to that of corrective accent. These results suggest that both groups were able to distinguish corrective accent from information accent, but they processed the two accent types differently in the sentence-middle position. These findings show that musical training has a cross-domain effect on spoken language processing and that the accent position also affects its processing.
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Affiliation(s)
- Mei Han
- School of Public Health, Bengbu Medical University, China; Research Center of Brain and Cognitive Neuroscience, Liaoning Normal University, China; Key Laboratory of Brain and Cognitive Neuroscience, Liaoning Province, China
| | - Yu-Fu Chien
- Department of Chinese Language and Literature, Fudan University, China
| | - Zhenghua Zhang
- Research Center of Brain and Cognitive Neuroscience, Liaoning Normal University, China; Key Laboratory of Brain and Cognitive Neuroscience, Liaoning Province, China; Department of Psychology, Renmin University of China, Beijing, China
| | - Zhen Wei
- Research Center of Brain and Cognitive Neuroscience, Liaoning Normal University, China; Key Laboratory of Brain and Cognitive Neuroscience, Liaoning Province, China
| | - Weijun Li
- Research Center of Brain and Cognitive Neuroscience, Liaoning Normal University, China; Key Laboratory of Brain and Cognitive Neuroscience, Liaoning Province, China.
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16
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Sendesen İ, Sendesen E, Yücel E. Evaluation of musical emotion perception and language development in children with cochlear implants. Int J Pediatr Otorhinolaryngol 2023; 175:111753. [PMID: 37839291 DOI: 10.1016/j.ijporl.2023.111753] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/30/2023] [Revised: 10/05/2023] [Accepted: 10/10/2023] [Indexed: 10/17/2023]
Abstract
OBJECTIVES While the primary purpose of cochlear implant (CI) fitting is to improve individuals' receptive and expressive skills, musical emotion perception (MEP) is generally ignored. This study assesses the MEP and language skills (LS) of children using CI. METHODS 26 CI users and 26 matched healthy controls between the ages of 6 and 9 were included in the study. The Test of Language Development (TOLD) was applied to evaluate the LS of the participants, and the Montreal Emotion Identification Test (MEI) was applied to evaluate the MEP. RESULTS MEI test scores and all subtests of TOLD were statistically significantly lower in the CI group. Also, there was a statistically significant and moderate correlation between the listening subtest of TOLD and the MEI test. CONCLUSIONS MEP and language skills are poor in children with CI. Although language skills are primarily targeted in CI performance, improving MEP should also be included in rehabilitation programs. The relationship between music and the TOLD's listening subtest may provide evidence that listening skills can be improved by paying attention to the MEP, which is frequently ignored in rehabilitation programs.
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Affiliation(s)
- İrem Sendesen
- Department of Audiology, Gazi University, Ankara, Turkey; Ankara University, Faculty of Medicine, Otolaryngology Department, Audiology, Speech, Balance Disorders Diagnosis and Rehabilitation Unit, Ankara, Turkey.
| | - Eser Sendesen
- Department of Audiology, Hacettepe University, Ankara, Turkey.
| | - Esra Yücel
- Department of Audiology, Hacettepe University, Ankara, Turkey.
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17
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Cecchetti G, Tomasini CA, Herff SA, Rohrmeier MA. Interpreting Rhythm as Parsing: Syntactic-Processing Operations Predict the Migration of Visual Flashes as Perceived During Listening to Musical Rhythms. Cogn Sci 2023; 47:e13389. [PMID: 38038624 DOI: 10.1111/cogs.13389] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/16/2023] [Revised: 11/10/2023] [Accepted: 11/13/2023] [Indexed: 12/02/2023]
Abstract
Music can be interpreted by attributing syntactic relationships to sequential musical events, and, computationally, such musical interpretation represents an analogous combinatorial task to syntactic processing in language. While this perspective has been primarily addressed in the domain of harmony, we focus here on rhythm in the Western tonal idiom, and we propose for the first time a framework for modeling the moment-by-moment execution of processing operations involved in the interpretation of music. Our approach is based on (1) a music-theoretically motivated grammar formalizing the competence of rhythmic interpretation in terms of three basic types of dependency (preparation, syncopation, and split; Rohrmeier, 2020), and (2) psychologically plausible predictions about the complexity of structural integration and memory storage operations, necessary for parsing hierarchical dependencies, derived from the dependency locality theory (Gibson, 2000). With a behavioral experiment, we exemplify an empirical implementation of the proposed theoretical framework. One hundred listeners were asked to reproduce the location of a visual flash presented while listening to three rhythmic excerpts, each exemplifying a different interpretation under the formal grammar. The hypothesized execution of syntactic-processing operations was found to be a significant predictor of the observed displacement between the reported and the objective location of the flashes. Overall, this study presents a theoretical approach and a first empirical proof-of-concept for modeling the cognitive process resulting in such interpretation as a form of syntactic parsing with algorithmic similarities to its linguistic counterpart. Results from the present small-scale experiment should not be read as a final test of the theory, but they are consistent with the theoretical predictions after controlling for several possible confounding factors and may form the basis for further large-scale and ecological testing.
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Affiliation(s)
- Gabriele Cecchetti
- Digital and Cognitive Musicology Lab, École Polytechnique Fédérale de Lausanne
| | - Cédric A Tomasini
- Digital and Cognitive Musicology Lab, École Polytechnique Fédérale de Lausanne
| | - Steffen A Herff
- Digital and Cognitive Musicology Lab, École Polytechnique Fédérale de Lausanne
- The MARCS Institute for Brain, Behaviour and Development, Western Sydney University
| | - Martin A Rohrmeier
- Digital and Cognitive Musicology Lab, École Polytechnique Fédérale de Lausanne
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18
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Persici V, Blain SD, Iversen JR, Key AP, Kotz SA, Devin McAuley J, Gordon RL. Individual differences in neural markers of beat processing relate to spoken grammar skills in six-year-old children. BRAIN AND LANGUAGE 2023; 246:105345. [PMID: 37994830 DOI: 10.1016/j.bandl.2023.105345] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/20/2023] [Revised: 10/05/2023] [Accepted: 10/10/2023] [Indexed: 11/24/2023]
Abstract
Based on the idea that neural entrainment establishes regular attentional fluctuations that facilitate hierarchical processing in both music and language, we hypothesized that individual differences in syntactic (grammatical) skills will be partly explained by patterns of neural responses to musical rhythm. To test this hypothesis, we recorded neural activity using electroencephalography (EEG) while children (N = 25) listened passively to rhythmic patterns that induced different beat percepts. Analysis of evoked beta and gamma activity revealed that individual differences in the magnitude of neural responses to rhythm explained variance in six-year-olds' expressive grammar abilities, beyond and complementarily to their performance in a behavioral rhythm perception task. These results reinforce the idea that mechanisms of neural beat entrainment may be a shared neural resource supporting hierarchical processing across music and language and suggest a relevant marker of the relationship between rhythm processing and grammar abilities in elementary-school-age children, previously observed only behaviorally.
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Affiliation(s)
- Valentina Persici
- Vanderbilt Brain Institute, Vanderbilt University, Nashville, TN, USA; Department of Psychology, University of Milano - Bicocca, Milan, Italy; Department of Otolaryngology - Head & Neck Surgery, Vanderbilt University Medical Center, Nashville, TN, USA; Department of Human Sciences, University of Verona, Verona, Italy.
| | - Scott D Blain
- Department of Psychiatry, University of Michigan, Ann Arbor, MI, USA
| | - John R Iversen
- Department of Psychology, Neuroscience and Behaviour, McMaster University, Hamilton, Ontario, Canada; Institute for Neural Computation, University of California San Diego, La Jolla, CA, USA
| | - Alexandra P Key
- Vanderbilt Brain Institute, Vanderbilt University, Nashville, TN, USA; Department of Hearing and Speech Sciences, Vanderbilt University Medical Center, Nashville, TN, USA; Vanderbilt Kennedy Center, Vanderbilt University Medical Center, Nashville, TN, USA
| | - Sonja A Kotz
- Department of Neuropsychology and Psychopharmacology, Maastricht University, Maastricht, the Netherlands; Department of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig, Germany
| | - J Devin McAuley
- Department of Psychology, Michigan State University, East Lansing, MI, USA
| | - Reyna L Gordon
- Vanderbilt Brain Institute, Vanderbilt University, Nashville, TN, USA; Department of Otolaryngology - Head & Neck Surgery, Vanderbilt University Medical Center, Nashville, TN, USA; Vanderbilt Kennedy Center, Vanderbilt University Medical Center, Nashville, TN, USA; Department of Psychology, Vanderbilt University, Nashville, TN, USA.
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19
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Couvignou M, Tillmann B, Caclin A, Kolinsky R. Do developmental dyslexia and congenital amusia share underlying impairments? Child Neuropsychol 2023; 29:1294-1340. [PMID: 36606656 DOI: 10.1080/09297049.2022.2162031] [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: 03/04/2022] [Accepted: 12/19/2022] [Indexed: 01/07/2023]
Abstract
Developmental dyslexia and congenital amusia have common characteristics. Yet, their possible association in some individuals has been addressed only scarcely. Recently, two converging studies reported a sizable comorbidity rate between these two neurodevelopmental disorders (Couvignou et al., Cognitive Neuropsychology 2019; Couvignou & Kolinsky, Neuropsychologia 2021). However, the reason for their association remains unclear. Here, we investigate the hypothesis of shared underlying impairments between dyslexia and amusia. Fifteen dyslexic children with amusia (DYS+A), 15 dyslexic children without amusia (DYS-A), and two groups of 25 typically developing children matched on either chronological age (CA) or reading level (RL) were assessed with a behavioral battery aiming to investigate phonological and pitch processing capacities at auditory memory, perceptual awareness, and attentional levels. Overall, our results suggest that poor auditory serial-order memory increases susceptibility to comorbidity between dyslexia and amusia and may play a role in the development of the comorbid phenotype. In contrast, the impairments observed in the DYS+A children for auditory item memory, perceptual awareness, and attention might be a consequence of their reduced reading experience combined with weaker musical skills. Comparing DYS+A and DYS-A children suggests that the latter are more resourceful and/or have more effective compensatory strategies, or that their phenotype results from a different developmental trajectory. We will discuss the relevance of these findings for delving into the etiology of these two developmental disorders and address their implications for future research and practice.
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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
| | - Barbara Tillmann
- Lyon Neuroscience Research Center, CNRS, UMR 5292, INSERM, U1028, Lyon, France
- University Lyon 1, Lyon, France
| | - Anne Caclin
- Lyon Neuroscience Research Center, CNRS, UMR 5292, INSERM, U1028, Lyon, France
- University Lyon 1, Lyon, France
| | - 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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20
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Rong P, Benson J. Intergenerational choral singing to improve communication outcomes in Parkinson's disease: Development of a theoretical framework and an integrated measurement tool. INTERNATIONAL JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2023; 25:722-745. [PMID: 36106430 DOI: 10.1080/17549507.2022.2110281] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
Purpose: This study presented an initial step towards developing the evidence base for intergenerational choral singing as a communication-focussed rehabilitative approach for Parkinson's disease (PD).Method: A theoretical framework was established to conceptualise the rehabilitative effect of intergenerational choral singing on four domains of communication impairments - motor drive, timing mechanism, sensorimotor integration, higher-level cognitive and affective functions - as well as activity/participation, and quality of life. A computer-assisted multidimensional acoustic analysis was developed to objectively assess the targeted domains of communication impairments. Voice Handicap Index and the World Health Organization's Quality of Life assessment-abbreviated version were used to obtain patient-reported outcomes at the activity/participation and quality of life levels. As a proof of concept, a single subject with PD was recruited to participate in 9 weekly 1-h intergenerational choir rehearsals. The subject was assessed before, 1 week post, and 8 weeks post-choir.Result: Notable trends of improvement were observed in multiple domains of communication impairments at 1 week post-choir. Some improvements were maintained at 8 weeks post-choir. Patient-reported outcomes exhibited limited pre-post changes.Conclusion: This study provided the theoretical groundwork and an empirical measurement tool for future validation of intergenerational choral singing as a novel rehabilitation for PD.
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Affiliation(s)
- Panying Rong
- Department of Speech-Language-Hearing: Sciences & Disorders, University of Kansas, Lawrence, KS, USA and
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Toader C, Tataru CP, Florian IA, Covache-Busuioc RA, Bratu BG, Glavan LA, Bordeianu A, Dumitrascu DI, Ciurea AV. Cognitive Crescendo: How Music Shapes the Brain's Structure and Function. Brain Sci 2023; 13:1390. [PMID: 37891759 PMCID: PMC10605363 DOI: 10.3390/brainsci13101390] [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: 08/25/2023] [Revised: 09/25/2023] [Accepted: 09/27/2023] [Indexed: 10/29/2023] Open
Abstract
Music is a complex phenomenon with multiple brain areas and neural connections being implicated. Centuries ago, music was discovered as an efficient modality for psychological status enrichment and even for the treatment of multiple pathologies. Modern research investigations give a new avenue for music perception and the understanding of the underlying neurological mechanisms, using neuroimaging, especially magnetic resonance imaging. Multiple brain areas were depicted in the last decades as being of high value for music processing, and further analyses in the neuropsychology field uncover the implications in emotional and cognitive activities. Music listening improves cognitive functions such as memory, attention span, and behavioral augmentation. In rehabilitation, music-based therapies have a high rate of success for the treatment of depression and anxiety and even in neurological disorders such as regaining the body integrity after a stroke episode. Our review focused on the neurological and psychological implications of music, as well as presenting the significant clinical relevance of therapies using music.
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Affiliation(s)
- Corneliu Toader
- Department of Neurosurgery, “Carol Davila” University of Medicine and Pharmacy, 020021 Bucharest, Romania; (C.T.); (B.-G.B.); (L.A.G.); (A.B.); (D.-I.D.); (A.V.C.)
- Department of Vascular Neurosurgery, National Institute of Neurology and Neurovascular Diseases, 077160 Bucharest, Romania
| | - Calin Petru Tataru
- Department of Opthamology, “Carol Davila” University of Medicine and Pharmacy, 020021 Bucharest, Romania
- Central Military Emergency Hospital “Dr. Carol Davila”, 010825 Bucharest, Romania
| | - Ioan-Alexandru Florian
- Department of Neurosciences, “Iuliu Hatieganu” University of Medicine and Pharmacy, 400012 Cluj-Napoca, Romania
| | - Razvan-Adrian Covache-Busuioc
- Department of Neurosurgery, “Carol Davila” University of Medicine and Pharmacy, 020021 Bucharest, Romania; (C.T.); (B.-G.B.); (L.A.G.); (A.B.); (D.-I.D.); (A.V.C.)
| | - Bogdan-Gabriel Bratu
- Department of Neurosurgery, “Carol Davila” University of Medicine and Pharmacy, 020021 Bucharest, Romania; (C.T.); (B.-G.B.); (L.A.G.); (A.B.); (D.-I.D.); (A.V.C.)
| | - Luca Andrei Glavan
- Department of Neurosurgery, “Carol Davila” University of Medicine and Pharmacy, 020021 Bucharest, Romania; (C.T.); (B.-G.B.); (L.A.G.); (A.B.); (D.-I.D.); (A.V.C.)
| | - Andrei Bordeianu
- Department of Neurosurgery, “Carol Davila” University of Medicine and Pharmacy, 020021 Bucharest, Romania; (C.T.); (B.-G.B.); (L.A.G.); (A.B.); (D.-I.D.); (A.V.C.)
| | - David-Ioan Dumitrascu
- Department of Neurosurgery, “Carol Davila” University of Medicine and Pharmacy, 020021 Bucharest, Romania; (C.T.); (B.-G.B.); (L.A.G.); (A.B.); (D.-I.D.); (A.V.C.)
| | - Alexandru Vlad Ciurea
- Department of Neurosurgery, “Carol Davila” University of Medicine and Pharmacy, 020021 Bucharest, Romania; (C.T.); (B.-G.B.); (L.A.G.); (A.B.); (D.-I.D.); (A.V.C.)
- Neurosurgery Department, Sanador Clinical Hospital, 010991 Bucharest, Romania
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Bellier L, Llorens A, Marciano D, Gunduz A, Schalk G, Brunner P, Knight RT. Music can be reconstructed from human auditory cortex activity using nonlinear decoding models. PLoS Biol 2023; 21:e3002176. [PMID: 37582062 PMCID: PMC10427021 DOI: 10.1371/journal.pbio.3002176] [Citation(s) in RCA: 10] [Impact Index Per Article: 10.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/19/2022] [Accepted: 05/30/2023] [Indexed: 08/17/2023] Open
Abstract
Music is core to human experience, yet the precise neural dynamics underlying music perception remain unknown. We analyzed a unique intracranial electroencephalography (iEEG) dataset of 29 patients who listened to a Pink Floyd song and applied a stimulus reconstruction approach previously used in the speech domain. We successfully reconstructed a recognizable song from direct neural recordings and quantified the impact of different factors on decoding accuracy. Combining encoding and decoding analyses, we found a right-hemisphere dominance for music perception with a primary role of the superior temporal gyrus (STG), evidenced a new STG subregion tuned to musical rhythm, and defined an anterior-posterior STG organization exhibiting sustained and onset responses to musical elements. Our findings show the feasibility of applying predictive modeling on short datasets acquired in single patients, paving the way for adding musical elements to brain-computer interface (BCI) applications.
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Affiliation(s)
- Ludovic Bellier
- Helen Wills Neuroscience Institute, University of California, Berkeley, Berkeley, California, United States of America
| | - Anaïs Llorens
- Helen Wills Neuroscience Institute, University of California, Berkeley, Berkeley, California, United States of America
| | - Déborah Marciano
- Helen Wills Neuroscience Institute, University of California, Berkeley, Berkeley, California, United States of America
| | - Aysegul Gunduz
- J. Crayton Pruitt Family Department of Biomedical Engineering, University of Florida, Gainesville, Florida, United States of America
| | - Gerwin Schalk
- Department of Neurology, Albany Medical College, Albany, New York, United States of America
| | - Peter Brunner
- Department of Neurology, Albany Medical College, Albany, New York, United States of America
- Department of Neurosurgery, Washington University School of Medicine, St. Louis, Missouri, United States of America
- National Center for Adaptive Neurotechnologies, Albany, New York, United States of America
| | - Robert T. Knight
- Helen Wills Neuroscience Institute, University of California, Berkeley, Berkeley, California, United States of America
- Department of Psychology, University of California, Berkeley, Berkeley, California, United States of America
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23
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Cantiani C, Dondena C, Molteni M, Riva V, Lorusso ML. Intergenerational longitudinal associations between parental reading/musical traits, infants' auditory processing, and later phonological awareness skills. Front Neurosci 2023; 17:1201997. [PMID: 37539387 PMCID: PMC10394385 DOI: 10.3389/fnins.2023.1201997] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/07/2023] [Accepted: 06/19/2023] [Indexed: 08/05/2023] Open
Abstract
The intergenerational transmission of language/reading skills has been demonstrated by evidence reporting that parental literacy abilities contribute to the prediction of their offspring's language and reading skills. According to the "Intergenerational Multiple Deficit Model," literacy abilities of both parents are viewed as indicators of offspring's liability for literacy difficulties, since parents provide offspring with genetic and environmental endowment. Recently, studies focusing on the heritability of musical traits reached similar conclusions. The "Musical Abilities, Pleiotropy, Language, and Environment (MAPLE)" framework proposed that language/reading and musical traits share a common genetic architecture, and such shared components have an influence on the heritable neural underpinnings of basic-level skills underlying musical and language traits. Here, we investigate the intergenerational transmission of parental musical and language-related (reading) abilities on their offspring's neural response to a basic auditory stimulation (neural intermediate phenotype) and later phonological awareness skills, including in this complex association pattern the mediating effect of home environment. One-hundred and seventy-six families were involved in this study. Through self-report questionnaires we assessed parental reading abilities and musicality, as well as home literacy and musical environment. Offspring were involved in a longitudinal study: auditory processing was measured at 6 months of age by means of a Rapid Auditory Processing electrophysiological paradigm, and phonological awareness was assessed behaviorally at 5 years of age. Results reveal significant correlations between parents' reading skills and musical traits. Intergenerational associations were investigated through mediation analyses using structural equation modeling. For reading traits, the results revealed that paternal reading was indirectly associated with children's phonological awareness skills via their electrophysiological MisMatch Response at 6 months, while maternal reading was directly associated with children's phonological awareness. For musical traits, we found again that paternal musicality, rather than maternal characteristics, was associated with children's phonological phenotypes: in this case, the association was mediated by musical environment. These results provide some insight about the intergenerational pathways linking parental reading and musical traits, neural underpinnings of infants' auditory processing and later phonological awareness skills. Besides shedding light on possible intergenerational transmission mechanisms, this study may open up new perspectives for early intervention based on environmental enrichment.
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Fiveash A, Ladányi E, Camici J, Chidiac K, Bush CT, Canette LH, Bedoin N, Gordon RL, Tillmann B. Regular rhythmic primes improve sentence repetition in children with developmental language disorder. NPJ SCIENCE OF LEARNING 2023; 8:23. [PMID: 37429839 PMCID: PMC10333339 DOI: 10.1038/s41539-023-00170-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/18/2022] [Accepted: 06/07/2023] [Indexed: 07/12/2023]
Abstract
Recently reported links between rhythm and grammar processing have opened new perspectives for using rhythm in clinical interventions for children with developmental language disorder (DLD). Previous research using the rhythmic priming paradigm has shown improved performance on language tasks after regular rhythmic primes compared to control conditions. However, this research has been limited to effects of rhythmic priming on grammaticality judgments. The current study investigated whether regular rhythmic primes could also benefit sentence repetition, a task requiring proficiency in complex syntax-an area of difficultly for children with DLD. Regular rhythmic primes improved sentence repetition performance compared to irregular rhythmic primes in children with DLD and with typical development-an effect that did not occur with a non-linguistic control task. These findings suggest processing overlap for musical rhythm and linguistic syntax, with implications for the use of rhythmic stimulation for treatment of children with DLD in clinical research and practice.
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Affiliation(s)
- Anna Fiveash
- Lyon Neuroscience Research Center, CNRS, UMR 5292, INSERM U1028, F-69000, Lyon, France.
- University of Lyon 1, Lyon, France.
- The MARCS Institute for Brain, Behaviour and Development, Western Sydney University, Sydney, Australia.
| | - Enikő Ladányi
- Department of Otolaryngology - Head & Neck Surgery, Vanderbilt University Medical Center, Nashville, TN, USA.
- Department of Linguistics, University of Potsdam, Potsdam, Germany.
| | - Julie Camici
- Lyon Neuroscience Research Center, CNRS, UMR 5292, INSERM U1028, F-69000, Lyon, France
- University of Lyon 1, Lyon, France
| | - Karen Chidiac
- Lyon Neuroscience Research Center, CNRS, UMR 5292, INSERM U1028, F-69000, Lyon, France
- University of Lyon 1, Lyon, France
| | - Catherine T Bush
- Department of Otolaryngology - Head & Neck Surgery, Vanderbilt University Medical Center, Nashville, TN, USA
| | - Laure-Hélène Canette
- Lyon Neuroscience Research Center, CNRS, UMR 5292, INSERM U1028, F-69000, Lyon, France
- University of Lyon 1, Lyon, France
| | - Nathalie Bedoin
- Lyon Neuroscience Research Center, CNRS, UMR 5292, INSERM U1028, F-69000, Lyon, France
- University of Lyon 1, Lyon, France
- University of Lyon 2, Lyon, F-69000, France
| | - Reyna L Gordon
- Department of Otolaryngology - Head & Neck Surgery, Vanderbilt University Medical Center, Nashville, TN, USA
- Vanderbilt Brain Institute, Vanderbilt University, Nashville, TN, USA
- Vanderbilt Genetics Institute, Vanderbilt University, Nashville, TN, USA
- Vanderbilt Kennedy Center, Vanderbilt University Medical Center, Nashville, TN, USA
| | - Barbara Tillmann
- Lyon Neuroscience Research Center, CNRS, UMR 5292, INSERM U1028, F-69000, Lyon, France
- University of Lyon 1, Lyon, France
- Laboratory for Research on Learning and Development, LEAD - CNRS UMR5022, Université de Bourgogne, Dijon, France
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Large EW, Roman I, Kim JC, Cannon J, Pazdera JK, Trainor LJ, Rinzel J, Bose A. Dynamic models for musical rhythm perception and coordination. Front Comput Neurosci 2023; 17:1151895. [PMID: 37265781 PMCID: PMC10229831 DOI: 10.3389/fncom.2023.1151895] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/26/2023] [Accepted: 04/28/2023] [Indexed: 06/03/2023] Open
Abstract
Rhythmicity permeates large parts of human experience. Humans generate various motor and brain rhythms spanning a range of frequencies. We also experience and synchronize to externally imposed rhythmicity, for example from music and song or from the 24-h light-dark cycles of the sun. In the context of music, humans have the ability to perceive, generate, and anticipate rhythmic structures, for example, "the beat." Experimental and behavioral studies offer clues about the biophysical and neural mechanisms that underlie our rhythmic abilities, and about different brain areas that are involved but many open questions remain. In this paper, we review several theoretical and computational approaches, each centered at different levels of description, that address specific aspects of musical rhythmic generation, perception, attention, perception-action coordination, and learning. We survey methods and results from applications of dynamical systems theory, neuro-mechanistic modeling, and Bayesian inference. Some frameworks rely on synchronization of intrinsic brain rhythms that span the relevant frequency range; some formulations involve real-time adaptation schemes for error-correction to align the phase and frequency of a dedicated circuit; others involve learning and dynamically adjusting expectations to make rhythm tracking predictions. Each of the approaches, while initially designed to answer specific questions, offers the possibility of being integrated into a larger framework that provides insights into our ability to perceive and generate rhythmic patterns.
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Affiliation(s)
- Edward W. Large
- Department of Psychological Sciences, University of Connecticut, Mansfield, CT, United States
- Department of Physics, University of Connecticut, Mansfield, CT, United States
| | - Iran Roman
- Music and Audio Research Laboratory, New York University, New York, NY, United States
| | - Ji Chul Kim
- Department of Psychological Sciences, University of Connecticut, Mansfield, CT, United States
| | - Jonathan Cannon
- Department of Psychology, Neuroscience and Behaviour, McMaster University, Hamilton, ON, Canada
| | - Jesse K. Pazdera
- Department of Psychology, Neuroscience and Behaviour, McMaster University, Hamilton, ON, Canada
| | - Laurel J. Trainor
- Department of Psychology, Neuroscience and Behaviour, McMaster University, Hamilton, ON, Canada
| | - John Rinzel
- Center for Neural Science, New York University, New York, NY, United States
- Courant Institute of Mathematical Sciences, New York University, New York, NY, United States
| | - Amitabha Bose
- Department of Mathematical Sciences, New Jersey Institute of Technology, Newark, NJ, United States
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Erdemir A, Walden TA, Tilsen S, Mefferd AS, Jones RM. A Preliminary Study of Speech Rhythm Differences as Markers of Stuttering Persistence in Preschool-Age Children. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2023; 66:931-950. [PMID: 36827517 PMCID: PMC10205104 DOI: 10.1044/2022_jslhr-22-00126] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/25/2022] [Revised: 09/15/2022] [Accepted: 12/01/2022] [Indexed: 05/25/2023]
Abstract
PURPOSE The purpose of this study was twofold: (a) to determine whether there are speech rhythm differences between preschool-age children who stutter that were eventually diagnosed as persisting (CWS-Per) or recovered (CWS-Rec) and children who do not stutter (CWNS), using empirical spectral analysis and empirical mode decomposition of the speech amplitude envelope, and (b) to determine whether speech rhythm characteristics close to onset are predictive of later persistence. METHOD Fifty children (3-4 years of age) participated in the study. Approximately 2-2.5 years after the experimental testing took place, children were assigned to the following groups: CWS-Per (nine boys, one girl), CWS-Rec (18 boys, two girls), and CWNS (18 boys, two girls). All children produced a narrative based on a text-free storybook. From the audio recordings of these narratives, fluent utterances were selected for each child from which seven envelope-based measures were extracted. Group-based differences on each measure as well as predictive analyses were conducted to identify measures that discriminate CWS-Per versus CWS-Rec. RESULTS CWS-Per were found to have a relatively higher degree of power in suprasyllabic oscillations and greater variability in the timing of syllabic rhythms especially for longer utterances. A logistic regression model using two speech rhythm measures was able to discriminate the eventual outcome of recovery versus persistence, with 80% sensitivity and 75% specificity. CONCLUSION Findings suggest that envelope-based speech rhythm measures are a promising approach to assess speech rhythm differences in developmental stuttering, and its potential for identification of children at risk of developing persistent stuttering should be investigated further.
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Affiliation(s)
- Aysu Erdemir
- Department of Hearing and Speech Sciences, Vanderbilt University Medical Center, Nashville, TN
| | - Tedra A. Walden
- Department of Psychology, Vanderbilt University, Nashville, TN
| | - Sam Tilsen
- Department of Linguistics, Cornell University, Ithaca, NY
| | - Antje S. Mefferd
- Department of Hearing and Speech Sciences, Vanderbilt University Medical Center, Nashville, TN
| | - Robin M. Jones
- Department of Hearing and Speech Sciences, Vanderbilt University Medical Center, Nashville, TN
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27
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Beck J, Konieczny L. What a difference a syllable makes-Rhythmic reading of poetry. Front Psychol 2023; 14:1043651. [PMID: 36865353 PMCID: PMC9973453 DOI: 10.3389/fpsyg.2023.1043651] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/13/2022] [Accepted: 01/06/2023] [Indexed: 02/15/2023] Open
Abstract
In reading conventional poems aloud, the rhythmic experience is coupled with the projection of meter, enabling the prediction of subsequent input. However, it is unclear how top-down and bottom-up processes interact. If the rhythmicity in reading loud is governed by the top-down prediction of metric patterns of weak and strong stress, these should be projected also onto a randomly included, lexically meaningless syllable. If bottom-up information such as the phonetic quality of consecutive syllables plays a functional role in establishing a structured rhythm, the occurrence of the lexically meaningless syllable should affect reading and the number of these syllables in a metrical line should modulate this effect. To investigate this, we manipulated poems by replacing regular syllables at random positions with the syllable "tack". Participants were instructed to read the poems aloud and their voice was recorded during the reading. At the syllable level, we calculated the syllable onset interval (SOI) as a measure of articulation duration, as well as the mean syllable intensity. Both measures were supposed to operationalize how strongly a syllable was stressed. Results show that the average articulation duration of metrically strong regular syllables was longer than for weak syllables. This effect disappeared for "tacks". Syllable intensities, on the other hand, captured metrical stress of "tacks" as well, but only for musically active participants. Additionally, we calculated the normalized pairwise variability index (nPVI) for each line as an indicator for rhythmic contrast, i.e., the alternation between long and short, as well as louder and quieter syllables, to estimate the influence of "tacks" on reading rhythm. For SOI the nPVI revealed a clear negative effect: When "tacks" occurred, lines appeared to be read less altering, and this effect was proportional to the number of tacks per line. For intensity, however, the nPVI did not capture significant effects. Results suggests that top-down prediction does not always suffice to maintain a rhythmic gestalt across a series of syllables that carry little bottom-up prosodic information. Instead, the constant integration of sufficiently varying bottom-up information appears necessary to maintain a stable metrical pattern prediction.
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Affiliation(s)
- Judith Beck
- Center for Cognitive Science, Institute of Psychology, University of Freiburg, Freiburg, Germany
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28
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Kertész C, Honbolygó F. First school year tapping predicts children's third-grade literacy skills. Sci Rep 2023; 13:2298. [PMID: 36759633 PMCID: PMC9911382 DOI: 10.1038/s41598-023-29367-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/24/2022] [Accepted: 02/03/2023] [Indexed: 02/11/2023] Open
Abstract
Rhythmic skills have been repeatedly found to relate to children's early literacy skills. Using rhythmic tasks to predict language and reading performance seems a promising direction as they can be easily administered early as a screening test to identify at-risk children. In the present study, we measured Hungarian children's (N = 37) general cognitive abilities (working memory, non-verbal reasoning and rapid automatized naming), language and literacy skills (vocabulary, word reading, phonological awareness and spelling) and finger tapping performance in a longitudinal design in the first and third grades. We applied metronome stimuli in three tempi (80, 120, 150 bpm) using a synchronization-continuation paradigm and also measured participants' spontaneous motor tempo. While children's synchronization asynchrony was lower in third than in the first grade, with the exception of the slow-tempo trials, tapping consistency and continuation tapping success showed no development in this period. First-year tapping consistency in the slow-tempo tasks was associated with third-year reading and spelling outcomes. Our results show that the relation between tapping performance and literacy skills persists throughout the third school year, making the sensorimotor synchronization task a potentially effective instrument for predicting literacy outcomes, and a useful tool for early screening of reading difficulties.
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Affiliation(s)
- Csaba Kertész
- Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary.
- Institute of Psychology, Károli Gáspár University of the Reformed Church, Budapest, Hungary.
| | - Ferenc Honbolygó
- Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
- Brain Imaging Centre, Research Centre for Natural Sciences, Budapest, Hungary
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29
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Ladányi E, Novakovic M, Boorom OA, Aaron AS, Scartozzi AC, Gustavson DE, Nitin R, Bamikole PO, Vaughan C, Fromboluti EK, Schuele CM, Camarata SM, McAuley JD, Gordon RL. Using Motor Tempi to Understand Rhythm and Grammatical Skills in Developmental Language Disorder and Typical Language Development. NEUROBIOLOGY OF LANGUAGE (CAMBRIDGE, MASS.) 2023; 4:1-28. [PMID: 36875176 PMCID: PMC9979588 DOI: 10.1162/nol_a_00082] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/06/2021] [Accepted: 09/19/2022] [Indexed: 04/18/2023]
Abstract
Children with developmental language disorder (DLD) show relative weaknesses on rhythm tasks beyond their characteristic linguistic impairments. The current study compares preferred tempo and the width of an entrainment region for 5- to 7-year-old typically developing (TD) children and children with DLD and considers the associations with rhythm aptitude and expressive grammar skills in the two populations. Preferred tempo was measured with a spontaneous motor tempo task (tapping tempo at a comfortable speed), and the width (range) of an entrainment region was measured by the difference between the upper (slow) and lower (fast) limits of tapping a rhythm normalized by an individual's spontaneous motor tempo. Data from N = 16 children with DLD and N = 114 TD children showed that whereas entrainment-region width did not differ across the two groups, slowest motor tempo, the determinant of the upper (slow) limit of the entrainment region, was at a faster tempo in children with DLD vs. TD. In other words, the DLD group could not pace their slow tapping as slowly as the TD group. Entrainment-region width was positively associated with rhythm aptitude and receptive grammar even after taking into account potential confounding factors, whereas expressive grammar did not show an association with any of the tapping measures. Preferred tempo was not associated with any study variables after including covariates in the analyses. These results motivate future neuroscientific studies of low-frequency neural oscillatory mechanisms as the potential neural correlates of entrainment-region width and their associations with musical rhythm and spoken language processing in children with typical and atypical language development.
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Affiliation(s)
- Enikő Ladányi
- Department of Otolaryngology—Head & Neck Surgery, Vanderbilt University Medical Center, Nashville, TN
- Department of Linguistics, University of Potsdam, Potsdam, Germany
| | - Michaela Novakovic
- Department of Pharmacology, Northwestern University Feinberg School of Medicine, Chicago, IL
| | - Olivia A. Boorom
- Department of Hearing and Speech Sciences, Vanderbilt University Medical Center, Nashville, TN
- Department of Speech-Language-Hearing: Sciences and Disorders, University of Kansas, Lawrence, KS
| | - Allison S. Aaron
- Department of Speech, Language and Hearing Sciences, Boston University, Boston, MA
| | - Alyssa C. Scartozzi
- Department of Otolaryngology—Head & Neck Surgery, Vanderbilt University Medical Center, Nashville, TN
- Vanderbilt Genetics Institute, Vanderbilt University, Nashville, TN
| | - Daniel E. Gustavson
- Institute for Behavioral Genetics, University of Colorado Boulder, Boulder, CO
| | - Rachana Nitin
- Department of Otolaryngology—Head & Neck Surgery, Vanderbilt University Medical Center, Nashville, TN
- Vanderbilt Brain Institute, Vanderbilt University, Nashville, TN
| | - Peter O. Bamikole
- Department of Anesthesiology and Perioperative Medicine, Oregon Health & Science University, Portland, OR
| | - Chloe Vaughan
- Department of Hearing and Speech Sciences, Vanderbilt University Medical Center, Nashville, TN
| | | | - C. Melanie Schuele
- Department of Hearing and Speech Sciences, Vanderbilt University School of Medicine, Nashville, TN
- Vanderbilt Kennedy Center, Vanderbilt University Medical Center, Nashville, TN
| | - Stephen M. Camarata
- Department of Hearing and Speech Sciences, Vanderbilt University Medical Center, Nashville, TN
- Vanderbilt Kennedy Center, Vanderbilt University Medical Center, Nashville, TN
| | - J. Devin McAuley
- Department of Psychology, Michigan State University, East Lansing, MI
| | - Reyna L. Gordon
- Department of Otolaryngology—Head & Neck Surgery, Vanderbilt University Medical Center, Nashville, TN
- Vanderbilt Genetics Institute, Vanderbilt University, Nashville, TN
- Vanderbilt Brain Institute, Vanderbilt University, Nashville, TN
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30
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Luo L, Lu L. Studying rhythm processing in speech through the lens of auditory-motor synchronization. Front Neurosci 2023; 17:1146298. [PMID: 36937684 PMCID: PMC10017839 DOI: 10.3389/fnins.2023.1146298] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/17/2023] [Accepted: 02/20/2023] [Indexed: 03/06/2023] Open
Abstract
Continuous speech is organized into a hierarchy of rhythms. Accurate processing of this rhythmic hierarchy through the interactions of auditory and motor systems is fundamental to speech perception and production. In this mini-review, we aim to evaluate the implementation of behavioral auditory-motor synchronization paradigms when studying rhythm processing in speech. First, we present an overview of the classic finger-tapping paradigm and its application in revealing differences in auditory-motor synchronization between the typical and clinical populations. Next, we highlight key findings on rhythm hierarchy processing in speech and non-speech stimuli from finger-tapping studies. Following this, we discuss the potential caveats of the finger-tapping paradigm and propose the speech-speech synchronization (SSS) task as a promising tool for future studies. Overall, we seek to raise interest in developing new methods to shed light on the neural mechanisms of speech processing.
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Affiliation(s)
- Lu Luo
- School of Psychology, Beijing Sport University, Beijing, China
- Laboratory of Sports Stress and Adaptation of General Administration of Sport, Beijing, China
| | - Lingxi Lu
- Center for the Cognitive Science of Language, Beijing Language and Culture University, Beijing, China
- *Correspondence: Lingxi Lu,
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31
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Nayak S, Coleman PL, Ladányi E, Nitin R, Gustavson DE, Fisher SE, Magne CL, Gordon RL. The Musical Abilities, Pleiotropy, Language, and Environment (MAPLE) Framework for Understanding Musicality-Language Links Across the Lifespan. NEUROBIOLOGY OF LANGUAGE (CAMBRIDGE, MASS.) 2022; 3:615-664. [PMID: 36742012 PMCID: PMC9893227 DOI: 10.1162/nol_a_00079] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/29/2021] [Accepted: 08/08/2022] [Indexed: 04/18/2023]
Abstract
Using individual differences approaches, a growing body of literature finds positive associations between musicality and language-related abilities, complementing prior findings of links between musical training and language skills. Despite these associations, musicality has been often overlooked in mainstream models of individual differences in language acquisition and development. To better understand the biological basis of these individual differences, we propose the Musical Abilities, Pleiotropy, Language, and Environment (MAPLE) framework. This novel integrative framework posits that musical and language-related abilities likely share some common genetic architecture (i.e., genetic pleiotropy) in addition to some degree of overlapping neural endophenotypes, and genetic influences on musically and linguistically enriched environments. Drawing upon recent advances in genomic methodologies for unraveling pleiotropy, we outline testable predictions for future research on language development and how its underlying neurobiological substrates may be supported by genetic pleiotropy with musicality. In support of the MAPLE framework, we review and discuss findings from over seventy behavioral and neural studies, highlighting that musicality is robustly associated with individual differences in a range of speech-language skills required for communication and development. These include speech perception-in-noise, prosodic perception, morphosyntactic skills, phonological skills, reading skills, and aspects of second/foreign language learning. Overall, the current work provides a clear agenda and framework for studying musicality-language links using individual differences approaches, with an emphasis on leveraging advances in the genomics of complex musicality and language traits.
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Affiliation(s)
- Srishti Nayak
- Department of Otolaryngology – Head & Neck Surgery, Vanderbilt University Medical Center, Nashville, TN, USA
- Department of Psychology, Middle Tennessee State University, Murfreesboro, TN, USA
- Vanderbilt Genetics Institute, Vanderbilt University Medical Center, Nashville, TN, USA
- Vanderbilt University School of Medicine, Vanderbilt University, TN, USA
| | - Peyton L. Coleman
- Department of Otolaryngology – Head & Neck Surgery, Vanderbilt University Medical Center, Nashville, TN, USA
| | - Enikő Ladányi
- Department of Otolaryngology – Head & Neck Surgery, Vanderbilt University Medical Center, Nashville, TN, USA
- Department of Linguistics, Potsdam University, Potsdam, Germany
| | - Rachana Nitin
- Department of Otolaryngology – Head & Neck Surgery, Vanderbilt University Medical Center, Nashville, TN, USA
- Vanderbilt Brain Institute, Vanderbilt University, Nashville, TN, USA
| | - Daniel E. Gustavson
- Vanderbilt Genetics Institute, Vanderbilt University Medical Center, Nashville, TN, USA
- Department of Medicine, Vanderbilt University Medical Center, Nashville, TN, USA
- Institute for Behavioral Genetics, University of Colorado Boulder, Boulder, CO, USA
| | - Simon E. Fisher
- Language and Genetics Department, Max Planck Institute for Psycholinguistics, Nijmegen, The Netherlands
- Donders Institute for Brain, Cognition and Behaviour, Radboud University, Nijmegen, The Netherlands
| | - Cyrille L. Magne
- Department of Psychology, Middle Tennessee State University, Murfreesboro, TN, USA
- PhD Program in Literacy Studies, Middle Tennessee State University, Murfreesboro, TN, USA
| | - Reyna L. Gordon
- Department of Otolaryngology – Head & Neck Surgery, Vanderbilt University Medical Center, Nashville, TN, USA
- Vanderbilt Brain Institute, Vanderbilt University, Nashville, TN, USA
- Vanderbilt Genetics Institute, Vanderbilt University Medical Center, Nashville, TN, USA
- Curb Center for Art, Enterprise, and Public Policy, Vanderbilt University, Nashville, TN, USA
- Vanderbilt Kennedy Center, Vanderbilt University Medical Center, TN, USA
- Vanderbilt University School of Medicine, Vanderbilt University, TN, USA
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Cantiani C, Dondena C, Molteni M, Riva V, Piazza C. Synchronizing with the rhythm: Infant neural entrainment to complex musical and speech stimuli. Front Psychol 2022; 13:944670. [PMID: 36337544 PMCID: PMC9635850 DOI: 10.3389/fpsyg.2022.944670] [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: 05/15/2022] [Accepted: 09/22/2022] [Indexed: 11/14/2022] Open
Abstract
Neural entrainment is defined as the process whereby brain activity, and more specifically neuronal oscillations measured by EEG, synchronize with exogenous stimulus rhythms. Despite the importance that neural oscillations have assumed in recent years in the field of auditory neuroscience and speech perception, in human infants the oscillatory brain rhythms and their synchronization with complex auditory exogenous rhythms are still relatively unexplored. In the present study, we investigate infant neural entrainment to complex non-speech (musical) and speech rhythmic stimuli; we provide a developmental analysis to explore potential similarities and differences between infants' and adults' ability to entrain to the stimuli; and we analyze the associations between infants' neural entrainment measures and the concurrent level of development. 25 8-month-old infants were included in the study. Their EEG signals were recorded while they passively listened to non-speech and speech rhythmic stimuli modulated at different rates. In addition, Bayley Scales were administered to all infants to assess their cognitive, language, and social-emotional development. Neural entrainment to the incoming rhythms was measured in the form of peaks emerging from the EEG spectrum at frequencies corresponding to the rhythm envelope. Analyses of the EEG spectrum revealed clear responses above the noise floor at frequencies corresponding to the rhythm envelope, suggesting that - similarly to adults - infants at 8 months of age were capable of entraining to the incoming complex auditory rhythms. Infants' measures of neural entrainment were associated with concurrent measures of cognitive and social-emotional development.
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Affiliation(s)
- Chiara Cantiani
- Child Psychopathology Unit, Scientific Institute, IRCCS Eugenio Medea, Lecco, Italy
| | - Chiara Dondena
- Child Psychopathology Unit, Scientific Institute, IRCCS Eugenio Medea, Lecco, Italy
| | - Massimo Molteni
- Child Psychopathology Unit, Scientific Institute, IRCCS Eugenio Medea, Lecco, Italy
| | - Valentina Riva
- Child Psychopathology Unit, Scientific Institute, IRCCS Eugenio Medea, Lecco, Italy
| | - Caterina Piazza
- Bioengineering Lab, Scientific Institute, IRCCS Eugenio Medea, Lecco, Italy
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33
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Korczyk M, Zimmermann M, Bola Ł, Szwed M. Superior visual rhythm discrimination in expert musicians is most likely not related to cross-modal recruitment of the auditory cortex. Front Psychol 2022; 13:1036669. [PMID: 36337485 PMCID: PMC9632485 DOI: 10.3389/fpsyg.2022.1036669] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/04/2022] [Accepted: 10/06/2022] [Indexed: 11/25/2022] Open
Abstract
Training can influence behavioral performance and lead to brain reorganization. In particular, training in one modality, for example, auditory, can improve performance in another modality, for example, visual. Previous research suggests that one of the mechanisms behind this phenomenon could be the cross-modal recruitment of the sensory areas, for example, the auditory cortex. Studying expert musicians offers a chance to explore this process. Rhythm is an aspect of music that can be presented in various modalities. We designed an fMRI experiment in which professional pianists and non-musicians discriminated between two sequences of rhythms presented auditorily (series of sounds) or visually (series of flashes). Behavioral results showed that musicians performed in both visual and auditory rhythmic tasks better than non-musicians. We found no significant between-group differences in fMRI activations within the auditory cortex. However, we observed that musicians had increased activation in the right Inferior Parietal Lobe when compared to non-musicians. We conclude that the musicians’ superior visual rhythm discrimination is not related to cross-modal recruitment of the auditory cortex; instead, it could be related to activation in higher-level, multimodal areas in the cortex.
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Affiliation(s)
| | | | - Łukasz Bola
- Intitute of Psychology, Jagiellonian University, Kraków, Poland
- Institute of Psychology, Polish Academy of Sciences, Warszawa, Poland
| | - Marcin Szwed
- Intitute of Psychology, Jagiellonian University, Kraków, Poland
- *Correspondence: Marcin Szwed,
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Goswami U. Language acquisition and speech rhythm patterns: an auditory neuroscience perspective. ROYAL SOCIETY OPEN SCIENCE 2022; 9:211855. [PMID: 35911192 PMCID: PMC9326295 DOI: 10.1098/rsos.211855] [Citation(s) in RCA: 13] [Impact Index Per Article: 6.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/24/2021] [Accepted: 07/04/2022] [Indexed: 06/15/2023]
Abstract
All human infants acquire language, but their brains do not know which language/s to prepare for. This observation suggests that there are fundamental components of the speech signal that contribute to building a language system, and fundamental neural processing mechanisms that use these components, which are shared across languages. Equally, disorders of language acquisition are found across all languages, with the most prevalent being developmental language disorder (approx. 7% prevalence), where oral language comprehension and production is atypical, and developmental dyslexia (approx. 7% prevalence), where written language acquisition is atypical. Recent advances in auditory neuroscience, along with advances in modelling the speech signal from an amplitude modulation (AM, intensity or energy change) perspective, have increased our understanding of both language acquisition and these developmental disorders. Speech rhythm patterns turn out to be fundamental to both sensory and neural linguistic processing. The rhythmic routines typical of childcare in many cultures, the parental practice of singing lullabies to infants, and the ubiquitous presence of BabyTalk (infant-directed speech) all enhance the fundamental AM components that contribute to building a linguistic brain.
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Affiliation(s)
- Usha Goswami
- Centre for Neuroscience in Education, Department of Psychology, University of Cambridge, Cambridge, UK
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Gnanateja GN, Devaraju DS, Heyne M, Quique YM, Sitek KR, Tardif MC, Tessmer R, Dial HR. On the Role of Neural Oscillations Across Timescales in Speech and Music Processing. Front Comput Neurosci 2022; 16:872093. [PMID: 35814348 PMCID: PMC9260496 DOI: 10.3389/fncom.2022.872093] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/09/2022] [Accepted: 05/24/2022] [Indexed: 11/25/2022] Open
Abstract
This mini review is aimed at a clinician-scientist seeking to understand the role of oscillations in neural processing and their functional relevance in speech and music perception. We present an overview of neural oscillations, methods used to study them, and their functional relevance with respect to music processing, aging, hearing loss, and disorders affecting speech and language. We first review the oscillatory frequency bands and their associations with speech and music processing. Next we describe commonly used metrics for quantifying neural oscillations, briefly touching upon the still-debated mechanisms underpinning oscillatory alignment. Following this, we highlight key findings from research on neural oscillations in speech and music perception, as well as contributions of this work to our understanding of disordered perception in clinical populations. Finally, we conclude with a look toward the future of oscillatory research in speech and music perception, including promising methods and potential avenues for future work. We note that the intention of this mini review is not to systematically review all literature on cortical tracking of speech and music. Rather, we seek to provide the clinician-scientist with foundational information that can be used to evaluate and design research studies targeting the functional role of oscillations in speech and music processing in typical and clinical populations.
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Affiliation(s)
- G. Nike Gnanateja
- Department of Communication Science and Disorders, University of Pittsburgh, Pittsburgh, PA, United States
| | - Dhatri S. Devaraju
- Department of Communication Science and Disorders, University of Pittsburgh, Pittsburgh, PA, United States
| | - Matthias Heyne
- Department of Communication Science and Disorders, University of Pittsburgh, Pittsburgh, PA, United States
| | - Yina M. Quique
- Center for Education in Health Sciences, Northwestern University, Chicago, IL, United States
| | - Kevin R. Sitek
- Department of Communication Science and Disorders, University of Pittsburgh, Pittsburgh, PA, United States
| | - Monique C. Tardif
- Department of Communication Science and Disorders, University of Pittsburgh, Pittsburgh, PA, United States
| | - Rachel Tessmer
- Department of Speech, Language, and Hearing Sciences, The University of Texas at Austin, Austin, TX, United States
| | - Heather R. Dial
- Department of Speech, Language, and Hearing Sciences, The University of Texas at Austin, Austin, TX, United States
- Department of Communication Sciences and Disorders, University of Houston, Houston, TX, United States
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Christiner M, Serrallach BL, Benner J, Bernhofs V, Schneider P, Renner J, Sommer-Lolei S, Groß C. Examining Individual Differences in Singing, Musical and Tone Language Ability in Adolescents and Young Adults with Dyslexia. Brain Sci 2022; 12:744. [PMID: 35741629 PMCID: PMC9221489 DOI: 10.3390/brainsci12060744] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/11/2022] [Revised: 05/30/2022] [Accepted: 06/03/2022] [Indexed: 11/16/2022] Open
Abstract
In recent years, evidence has been provided that individuals with dyslexia show alterations in the anatomy and function of the auditory cortex. Dyslexia is considered to be a learning disability that affects the development of music and language capacity. We set out to test adolescents and young adults with dyslexia and controls (N = 52) for their neurophysiological differences by investigating the auditory evoked P1-N1-P2 complex. In addition, we assessed their ability in Mandarin, in singing, their musical talent and their individual differences in elementary auditory skills. A discriminant analysis of magnetencephalography (MEG) revealed that individuals with dyslexia showed prolonged latencies in P1, N1, and P2 responses. A correlational analysis between MEG and behavioral variables revealed that Mandarin syllable tone recognition, singing ability and musical aptitude (AMMA) correlated with P1, N1, and P2 latencies, respectively, while Mandarin pronunciation was only associated with N1 latency. The main findings of this study indicate that the earlier P1, N1, and P2 latencies, the better is the singing, the musical aptitude, and the ability to link Mandarin syllable tones to their corresponding syllables. We suggest that this study provides additional evidence that dyslexia can be understood as an auditory and sensory processing deficit.
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Affiliation(s)
- Markus Christiner
- Centre for Systematic Musicology, Faculty of Arts and Humanities, University of Graz, Glacisstraße 27, 8010 Graz, Austria;
- Jazeps Vitols Latvian Academy of Music, K. Barona Street 1, LV-1050 Riga, Latvia; (V.B.); (C.G.)
| | - Bettina L. Serrallach
- Department of Neuroradiology and Section of Biomagnetism, University of Heidelberg Medical School, University of Heidelberg, INF 400, 69120 Heidelberg, Germany; (B.L.S.); (J.B.)
- Edward B. Singleton Department of Radiology, Texas Children’s Hospital and Baylor College of Medicine, Houston, TX 77030, USA
| | - Jan Benner
- Department of Neuroradiology and Section of Biomagnetism, University of Heidelberg Medical School, University of Heidelberg, INF 400, 69120 Heidelberg, Germany; (B.L.S.); (J.B.)
| | - Valdis Bernhofs
- Jazeps Vitols Latvian Academy of Music, K. Barona Street 1, LV-1050 Riga, Latvia; (V.B.); (C.G.)
| | - Peter Schneider
- Centre for Systematic Musicology, Faculty of Arts and Humanities, University of Graz, Glacisstraße 27, 8010 Graz, Austria;
- Jazeps Vitols Latvian Academy of Music, K. Barona Street 1, LV-1050 Riga, Latvia; (V.B.); (C.G.)
- Department of Neuroradiology and Section of Biomagnetism, University of Heidelberg Medical School, University of Heidelberg, INF 400, 69120 Heidelberg, Germany; (B.L.S.); (J.B.)
| | - Julia Renner
- Department of East Asian Studies, University of Vienna, Sensengasse 3a, 1090 Vienna, Austria;
- Department of Linguistics, University of Vienna, Sensengasse 3a, 1090 Vienna, Austria
| | - Sabine Sommer-Lolei
- Austrian Academy of Sciences, Doktor-Ignaz Seipel-Platz 2, 1010 Vienna, Austria;
| | - Christine Groß
- Jazeps Vitols Latvian Academy of Music, K. Barona Street 1, LV-1050 Riga, Latvia; (V.B.); (C.G.)
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Keshavarzi M, Mandke K, Macfarlane A, Parvez L, Gabrielczyk F, Wilson A, Goswami U. Atypical delta-band phase consistency and atypical preferred phase in children with dyslexia during neural entrainment to rhythmic audio-visual speech. Neuroimage Clin 2022; 35:103054. [PMID: 35642984 PMCID: PMC9136320 DOI: 10.1016/j.nicl.2022.103054] [Citation(s) in RCA: 10] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/07/2021] [Revised: 04/13/2022] [Accepted: 05/18/2022] [Indexed: 11/18/2022]
Abstract
Children with and without dyslexia showed consistent phase entrainment. Dyslexic children had significantly reduced delta band phase consistency. Dyslexic children had a different preferred phase in delta compared to controls. The dyslexic brain showed faster pre-stimulus delta band angular velocity.
According to the sensory-neural Temporal Sampling theory of developmental dyslexia, neural sampling of auditory information at slow rates (<10 Hz, related to speech rhythm) is atypical in dyslexic individuals, particularly in the delta band (0.5–4 Hz). Here we examine the underlying neural mechanisms related to atypical sampling using a simple repetitive speech paradigm. Fifty-one children (21 control children [15M, 6F] and 30 children with dyslexia [16M, 14F]) aged 9 years with or without developmental dyslexia watched and listened as a ‘talking head’ repeated the syllable “ba” every 500 ms, while EEG was recorded. Occasionally a syllable was “out of time”, with a temporal delay calibrated individually and adaptively for each child so that it was detected around 79.4% of the time by a button press. Phase consistency in the delta (rate of stimulus delivery), theta (speech-related) and alpha (control) bands was evaluated for each child and each group. Significant phase consistency was found for both groups in the delta and theta bands, demonstrating neural entrainment, but not the alpha band. However, the children with dyslexia showed a different preferred phase and significantly reduced phase consistency compared to control children, in the delta band only. Analysis of pre- and post-stimulus angular velocity of group preferred phases revealed that the children in the dyslexic group showed an atypical response in the delta band only. The delta-band pre-stimulus angular velocity (−130 ms to 0 ms) for the dyslexic group appeared to be significantly faster compared to the control group. It is concluded that neural responding to simple beat-based stimuli may provide a unique neural marker of developmental dyslexia. The automatic nature of this neural response may enable new tools for diagnosis, as well as opening new avenues for remediation.
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Affiliation(s)
- Mahmoud Keshavarzi
- Centre for Neuroscience in Education, Department of Psychology, University of Cambridge, Cambridge CB2 3EB, United Kingdom.
| | - Kanad Mandke
- Centre for Neuroscience in Education, Department of Psychology, University of Cambridge, Cambridge CB2 3EB, United Kingdom
| | - Annabel Macfarlane
- Centre for Neuroscience in Education, Department of Psychology, University of Cambridge, Cambridge CB2 3EB, United Kingdom
| | - Lyla Parvez
- Centre for Neuroscience in Education, Department of Psychology, University of Cambridge, Cambridge CB2 3EB, United Kingdom
| | - Fiona Gabrielczyk
- Centre for Neuroscience in Education, Department of Psychology, University of Cambridge, Cambridge CB2 3EB, United Kingdom
| | - Angela Wilson
- Centre for Neuroscience in Education, Department of Psychology, University of Cambridge, Cambridge CB2 3EB, United Kingdom
| | - Usha Goswami
- Centre for Neuroscience in Education, Department of Psychology, University of Cambridge, Cambridge CB2 3EB, United Kingdom
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You got rhythm, or more: The multidimensionality of rhythmic abilities. Atten Percept Psychophys 2022; 84:1370-1392. [PMID: 35437703 PMCID: PMC9614186 DOI: 10.3758/s13414-022-02487-2] [Citation(s) in RCA: 12] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/25/2022] [Indexed: 11/08/2022]
Abstract
Humans have a remarkable capacity for perceiving and producing rhythm. Rhythmic competence is often viewed as a single concept, with participants who perform more or less accurately on a single rhythm task. However, research is revealing numerous sub-processes and competencies involved in rhythm perception and production, which can be selectively impaired or enhanced. To investigate whether different patterns of performance emerge across tasks and individuals, we measured performance across a range of rhythm tasks from different test batteries. Distinct performance patterns could potentially reveal separable rhythmic competencies that may draw on distinct neural mechanisms. Participants completed nine rhythm perception and production tasks selected from the Battery for the Assessment of Auditory Sensorimotor and Timing Abilities (BAASTA), the Beat Alignment Test (BAT), the Beat-Based Advantage task (BBA), and two tasks from the Burgundy best Musical Aptitude Test (BbMAT). Principal component analyses revealed clear separation of task performance along three main dimensions: production, beat-based rhythm perception, and sequence memory-based rhythm perception. Hierarchical cluster analyses supported these results, revealing clusters of participants who performed selectively more or less accurately along different dimensions. The current results support the hypothesis of divergence of rhythmic skills. Based on these results, we provide guidelines towards a comprehensive testing of rhythm abilities, including at least three short tasks measuring: (1) rhythm production (e.g., tapping to metronome/music), (2) beat-based rhythm perception (e.g., BAT), and (3) sequence memory-based rhythm processing (e.g., BBA). Implications for underlying neural mechanisms, future research, and potential directions for rehabilitation and training programs are discussed.
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Mandke K, Flanagan S, Macfarlane A, Gabrielczyk F, Wilson A, Gross J, Goswami U. Neural sampling of the speech signal at different timescales by children with dyslexia. Neuroimage 2022; 253:119077. [PMID: 35278708 DOI: 10.1016/j.neuroimage.2022.119077] [Citation(s) in RCA: 10] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/04/2021] [Revised: 01/15/2022] [Accepted: 03/07/2022] [Indexed: 01/08/2023] Open
Abstract
Phonological difficulties characterize individuals with dyslexia across languages. Currently debated is whether these difficulties arise from atypical neural sampling of (or entrainment to) auditory information in speech at slow rates (<10 Hz, related to speech rhythm), faster rates, or neither. MEG studies with adults suggest that atypical sampling in dyslexia affects faster modulations in the neurophysiological gamma band, related to phoneme-level representation. However, dyslexic adults have had years of reduced experience in converting graphemes to phonemes, which could itself cause atypical gamma-band activity. The present study was designed to identify specific linguistic timescales at which English children with dyslexia may show atypical entrainment. Adopting a developmental focus, we hypothesized that children with dyslexia would show atypical entrainment to the prosodic and syllable-level information that is exaggerated in infant-directed speech and carried primarily by amplitude modulations <10 Hz. MEG was recorded in a naturalistic story-listening paradigm. The modulation bands related to different types of linguistic information were derived directly from the speech materials, and lagged coherence at multiple temporal rates spanning 0.9-40 Hz was computed. Group differences in lagged speech-brain coherence between children with dyslexia and control children were most marked in neurophysiological bands corresponding to stress and syllable-level information (<5 Hz in our materials), and phoneme-level information (12-40 Hz). Functional connectivity analyses showed network differences between groups in both hemispheres, with dyslexic children showing significantly reduced global network efficiency. Global network efficiency correlated with dyslexic children's oral language development and with control children's reading development. These developmental data suggest that dyslexia is characterized by atypical neural sampling of auditory information at slower rates. They also throw new light on the nature of the gamma band temporal sampling differences reported in MEG dyslexia studies with adults.
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Affiliation(s)
- Kanad Mandke
- Centre for Neuroscience in Education, Department of Psychology, University of Cambridge, Cambridge CB2 3EB, United Kingdom.
| | - Sheila Flanagan
- Centre for Neuroscience in Education, Department of Psychology, University of Cambridge, Cambridge CB2 3EB, United Kingdom
| | - Annabel Macfarlane
- Centre for Neuroscience in Education, Department of Psychology, University of Cambridge, Cambridge CB2 3EB, United Kingdom
| | - Fiona Gabrielczyk
- Centre for Neuroscience in Education, Department of Psychology, University of Cambridge, Cambridge CB2 3EB, United Kingdom
| | - Angela Wilson
- Centre for Neuroscience in Education, Department of Psychology, University of Cambridge, Cambridge CB2 3EB, United Kingdom
| | - Joachim Gross
- Institute for Biomagnetism and Biosignal Analysis, University of Münster, Münster, Germany
| | - Usha Goswami
- Centre for Neuroscience in Education, Department of Psychology, University of Cambridge, Cambridge CB2 3EB, United Kingdom
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Nayak S, Gustavson DE, Wang Y, Below JE, Gordon RL, Magne CL. Test of Prosody via Syllable Emphasis ("TOPsy"): Psychometric Validation of a Brief Scalable Test of Lexical Stress Perception. Front Neurosci 2022; 16:765945. [PMID: 35221896 PMCID: PMC8864136 DOI: 10.3389/fnins.2022.765945] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/27/2021] [Accepted: 01/04/2022] [Indexed: 11/13/2022] Open
Abstract
Prosody perception is fundamental to spoken language communication as it supports comprehension, pragmatics, morphosyntactic parsing of speech streams, and phonological awareness. A particular aspect of prosody: perceptual sensitivity to speech rhythm patterns in words (i.e., lexical stress sensitivity), is also a robust predictor of reading skills, though it has received much less attention than phonological awareness in the literature. Given the importance of prosody and reading in educational outcomes, reliable and valid tools are needed to conduct large-scale health and genetic investigations of individual differences in prosody, as groundwork for investigating the biological underpinnings of the relationship between prosody and reading. Motivated by this need, we present the Test of Prosody via Syllable Emphasis ("TOPsy") and highlight its merits as a phenotyping tool to measure lexical stress sensitivity in as little as 10 min, in scalable internet-based cohorts. In this 28-item speech rhythm perception test [modeled after the stress identification test from Wade-Woolley (2016)], participants listen to multi-syllabic spoken words and are asked to identify lexical stress patterns. Psychometric analyses in a large internet-based sample shows excellent reliability, and predictive validity for self-reported difficulties with speech-language, reading, and musical beat synchronization. Further, items loaded onto two distinct factors corresponding to initially stressed vs. non-initially stressed words. These results are consistent with previous reports that speech rhythm perception abilities correlate with musical rhythm sensitivity and speech-language/reading skills, and are implicated in reading disorders (e.g., dyslexia). We conclude that TOPsy can serve as a useful tool for studying prosodic perception at large scales in a variety of different settings, and importantly can act as a validated brief phenotype for future investigations of the genetic architecture of prosodic perception, and its relationship to educational outcomes.
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Affiliation(s)
- Srishti Nayak
- Department of Otolaryngology – Head & Neck Surgery, Vanderbilt University Medical Center, Nashville, TN, United States
- Department of Psychology, Middle Tennessee State University, Murfreesboro, TN, United States
| | - Daniel E. Gustavson
- Vanderbilt Genetics Institute, Vanderbilt University Medical Center, Nashville, TN, United States
| | - Youjia Wang
- Department of Otolaryngology – Head & Neck Surgery, Vanderbilt University Medical Center, Nashville, TN, United States
| | - Jennifer E. Below
- Vanderbilt Genetics Institute, Vanderbilt University Medical Center, Nashville, TN, United States
| | - Reyna L. Gordon
- Department of Otolaryngology – Head & Neck Surgery, Vanderbilt University Medical Center, Nashville, TN, United States
- Vanderbilt Genetics Institute, Vanderbilt University Medical Center, Nashville, TN, United States
- Vanderbilt Kennedy Center, Vanderbilt University Medical Center, Nashville, TN, United States
| | - Cyrille L. Magne
- Department of Psychology, Middle Tennessee State University, Murfreesboro, TN, United States
- College of Education Literacy Studies Ph.D. Program, Middle Tennessee State University, Murfreesboro, TN, United States
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41
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Fiveash A, Burger B, Canette LH, Bedoin N, Tillmann B. When Visual Cues Do Not Help the Beat: Evidence for a Detrimental Effect of Moving Point-Light Figures on Rhythmic Priming. Front Psychol 2022; 13:807987. [PMID: 35185727 PMCID: PMC8855071 DOI: 10.3389/fpsyg.2022.807987] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/02/2021] [Accepted: 01/10/2022] [Indexed: 11/13/2022] Open
Abstract
Rhythm perception involves strong auditory-motor connections that can be enhanced with movement. However, it is unclear whether just seeing someone moving to a rhythm can enhance auditory-motor coupling, resulting in stronger entrainment. Rhythmic priming studies show that presenting regular rhythms before naturally spoken sentences can enhance grammaticality judgments compared to irregular rhythms or other baseline conditions. The current study investigated whether introducing a point-light figure moving in time with regular rhythms could enhance the rhythmic priming effect. Three experiments revealed that the addition of a visual cue did not benefit rhythmic priming in comparison to auditory conditions with a static image. In Experiment 1 (27 7–8-year-old children), grammaticality judgments were poorer after audio-visual regular rhythms (with a bouncing point-light figure) compared to auditory-only regular rhythms. In Experiments 2 (31 adults) and 3 (31 different adults), there was no difference in grammaticality judgments after audio-visual regular rhythms compared to auditory-only irregular rhythms for either a bouncing point-light figure (Experiment 2) or a swaying point-light figure (Experiment 3). Comparison of the observed performance with previous data suggested that the audio-visual component removed the regular prime benefit. These findings suggest that the visual cues used in this study do not enhance rhythmic priming and could hinder the effect by potentially creating a dual-task situation. In addition, individual differences in sensory-motor and social scales of music reward influenced the effect of the visual cue. Implications for future audio-visual experiments aiming to enhance beat processing, and the importance of individual differences will be discussed.
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Affiliation(s)
- Anna Fiveash
- Lyon Neuroscience Research Center, CNRS, UMR 5292, INSERM, U1028, Lyon, France
- University of Lyon 1, Lyon, France
- *Correspondence: Anna Fiveash,
| | - Birgitta Burger
- Institute for Systematic Musicology, University of Hamburg, Hamburg, Germany
| | - Laure-Hélène Canette
- Lyon Neuroscience Research Center, CNRS, UMR 5292, INSERM, U1028, Lyon, France
- University of Lyon 1, Lyon, France
- University of Burgundy, F-21000, LEAD-CNRS UMR 5022, Dijon, France
| | - Nathalie Bedoin
- Lyon Neuroscience Research Center, CNRS, UMR 5292, INSERM, U1028, Lyon, France
- University of Lyon 1, Lyon, France
- University of Lyon 2, Lyon, France
| | - Barbara Tillmann
- Lyon Neuroscience Research Center, CNRS, UMR 5292, INSERM, U1028, Lyon, France
- University of Lyon 1, Lyon, France
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Groß C, Serrallach BL, Möhler E, Pousson JE, Schneider P, Christiner M, Bernhofs V. Musical Performance in Adolescents with ADHD, ADD and Dyslexia—Behavioral and Neurophysiological Aspects. Brain Sci 2022; 12:brainsci12020127. [PMID: 35203891 PMCID: PMC8870592 DOI: 10.3390/brainsci12020127] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/06/2021] [Revised: 01/09/2022] [Accepted: 01/17/2022] [Indexed: 12/12/2022] Open
Abstract
Research has shown that dyslexia and attention deficit (hyperactivity) disorder (AD(H)D) are characterized by specific neuroanatomical and neurofunctional differences in the auditory cortex. These neurofunctional characteristics in children with ADHD, ADD and dyslexia are linked to distinct differences in music perception. Group-specific differences in the musical performance of patients with ADHD, ADD and dyslexia have not been investigated in detail so far. We investigated the musical performance and neurophysiological correlates of 21 adolescents with dyslexia, 19 with ADHD, 28 with ADD and 28 age-matched, unaffected controls using a music performance assessment scale and magnetoencephalography (MEG). Musical experts independently assessed pitch and rhythmic accuracy, intonation, improvisation skills and musical expression. Compared to dyslexic adolescents, controls as well as adolescents with ADHD and ADD performed better in rhythmic reproduction, rhythmic improvisation and musical expression. Controls were significantly better in rhythmic reproduction than adolescents with ADD and scored higher in rhythmic and pitch improvisation than adolescents with ADHD. Adolescents with ADD and controls scored better in pitch reproduction than dyslexic adolescents. In pitch improvisation, the ADD group performed better than the ADHD group, and controls scored better than dyslexic adolescents. Discriminant analysis revealed that rhythmic improvisation and musical expression discriminate the dyslexic group from controls and adolescents with ADHD and ADD. A second discriminant analysis based on MEG variables showed that absolute P1 latency asynchrony |R-L| distinguishes the control group from the disorder groups best, while P1 and N1 latencies averaged across hemispheres separate the control, ADD and ADHD groups from the dyslexic group. Furthermore, rhythmic improvisation was negatively correlated with auditory-evoked P1 and N1 latencies, pointing in the following direction: the earlier the P1 and N1 latencies (mean), the better the rhythmic improvisation. These findings provide novel insight into the differences between music processing and performance in adolescents with and without neurodevelopmental disorders. A better understanding of these differences may help to develop tailored preventions or therapeutic interventions.
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Affiliation(s)
- Christine Groß
- Jazeps Vitols Latvian Academy of Music, K. Barona Street 1, LV-1050 Riga, Latvia; (C.G.); (J.E.P.); (P.S.); (V.B.)
- Department of Neuroradiology and Section of Biomagnetism, University of Heidelberg Medical School, University of Heidelberg, INF 400, 69120 Heidelberg, Germany;
| | - Bettina L. Serrallach
- Department of Neuroradiology and Section of Biomagnetism, University of Heidelberg Medical School, University of Heidelberg, INF 400, 69120 Heidelberg, Germany;
| | - Eva Möhler
- Department of Child and Adolescent Psychiatry, Saarland University Hospital, G-66421 Homburg, Germany;
| | - Jachin E. Pousson
- Jazeps Vitols Latvian Academy of Music, K. Barona Street 1, LV-1050 Riga, Latvia; (C.G.); (J.E.P.); (P.S.); (V.B.)
| | - Peter Schneider
- Jazeps Vitols Latvian Academy of Music, K. Barona Street 1, LV-1050 Riga, Latvia; (C.G.); (J.E.P.); (P.S.); (V.B.)
- Department of Neuroradiology and Section of Biomagnetism, University of Heidelberg Medical School, University of Heidelberg, INF 400, 69120 Heidelberg, Germany;
- Centre for Systematic Musicology, Faculty of Arts and Humanities, University of Graz, Glacisstraße 27, A-8010 Graz, Austria
| | - Markus Christiner
- Jazeps Vitols Latvian Academy of Music, K. Barona Street 1, LV-1050 Riga, Latvia; (C.G.); (J.E.P.); (P.S.); (V.B.)
- Centre for Systematic Musicology, Faculty of Arts and Humanities, University of Graz, Glacisstraße 27, A-8010 Graz, Austria
- Correspondence:
| | - Valdis Bernhofs
- Jazeps Vitols Latvian Academy of Music, K. Barona Street 1, LV-1050 Riga, Latvia; (C.G.); (J.E.P.); (P.S.); (V.B.)
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