This study examined the relation between musical ability and second-language (L2) proficiency in adult learners. L2 ability was assessed in four domains: receptive phonology, productive phonology, syntax, and lexical knowledge. Also assessed were various other factors that might explain individual differences in L2 ability, including age of L2 immersion, patterns of language use and exposure, and phonological short-term memory. Hierarchical regression analyses were conducted to determine if musical ability explained any unique variance in each domain of L2 ability after controlling for other relevant factors. Musical ability predicted L2 phonological ability (both receptive and productive) even when controlling for other factors, but did not explain unique variance in L2 syntax or lexical knowledge. These results suggest that musical skills may facilitate the acquisition of L2 sound structure and add to a growing body of evidence linking language and music.

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Language is typically viewed as fundamental to human intelligence. Music, while recognized as a human universal, is often treated as an ancillary ability – one dependent on or derivative of language. In contrast, we argue that it is more productive from a developmental perspective to describe spoken language as a special type of music. A review of existing studies presents a compelling case that musical hearing and ability is essential to language acquisition. In addition, we challenge the prevailing view that music cognition matures more slowly than language and is more difficult; instead, we argue that music learning matches the speed and effort of language acquisition. We conclude that music merits a central place in our understanding of human development.

A growing body of research suggests that musical experience and ability are related to a variety of cognitive abilities, including executive functioning (EF). However, it is not yet clear if these relationships are limited to specific components of EF, limited to auditory tasks, or reflect very general cognitive advantages. This study investigated the existence and generality of the relationship between musical ability and EFs by evaluating the musical experience and ability of a large group of participants and investigating whether this predicts individual differences on three different components of EF – inhibition, updating, and switching – in both auditory and visual modalities. Musical ability predicted better performance on both auditory and visual updating tasks, even when controlling for a variety of potential confounds (age, handedness, bilingualism, and socio-economic status). However, musical ability was not clearly related to inhibitory control and was unrelated to switching performance. These data thus show that cognitive advantages associated with musical ability are not limited to auditory processes, but are limited to specific aspects of EF. This supports a process-specific (but modality-general) relationship between musical ability and non-musical aspects of cognition.GRAMMY Foundatio

The perceptual loop theory of speech monitoring (Levelt, 1983) claims that inner and overt speech are monitored by the comprehension system, which detects errors by comparing the comprehension of formulated utterances to originally intended utterances. To test the perceptual loop monitor, speakers named pictures and sometimes attempted to halt speech in response to auditory (Experiments 1 and 3) or visual (Experiments 2, 4, and 5) words that differed from the picture name. These stop-signal words were varied in terms of their semantic or phonological similarity to the intended word. The ability to halt word production was sensitive to phonological similarity and, in Experiment 5, to emotional valence, but not to semantic similarity. These results suggest that the perceptual loop detects errors by making comparisons at a level where phonological knowledge is represented. These data also imply that dialogue, back channeling, and other areas where speech production is affected by simultaneous comprehension may operate based on phonological comparisons. Halting in Single Word Production: A Test of the Perceptual Loop Theory of Speech MonitoringOne of the more striking features of language production is its efficiency and accuracy. Levelt (1989) estimates that we produce about 150 words per minute, but make only one lexical error per 1,000 words. This is especially impressive considering the complexities of word production. When speakers produce words, they start with an idea they wish to communicate, then must retrieve both lexical and phonological information, and finally program a set of motor movements that can then be comprehended by listeners. Despite these complexities, speech production seems relatively effortless and error-free.One reason that errors are relatively infrequent may be that speakers comprehend their own speech to inspect it for errors, thereby allowing them to inhibit and repair erroneous utterances and speak relatively fluently. It is not unusual for speakers to stop and correct themselves when they make an error, sometimes even before the error is externally apparent. This idea has been formalized as the speech monitor.A number of findings in the speech-error record have been used as evidence for an inner speech monitor, such as the fact that phonological speech errors are more likely to result in real words than nonwords (the lexical bias effect). Baars, Motley and MacKay (1975) provided experimental evidence of this effect by using a procedure to elicit Spoonerisms (exchanges of Please address correspondence to: L. Robert Slevc, Department of Psychology 0109, University of California, San Diego, La Jolla, CA 92093-0109, slevc@psy.ucsd.edu Publisher's Disclaimer: This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final citable form. Please note that d...

The role of working memory (WM) in sentence comprehension has received considerable interest, but little work has investigated how sentence production relies on memory mechanisms. These three experiments investigated speakers’ tendency to produce syntactic structures that allow for early production of material that is accessible in memory. In Experiment 1, speakers produced accessible information early less often when under a verbal WM load than when under no load. Experiment 2 found the same pattern for given-new ordering, i.e., when accessibility was manipulated by making information given. Experiment 3 addressed the possibility that these effects do not reflect WM mechanisms but rather increased task difficulty by relying on the distinction between verbal and spatial WM: Speakers’ tendency to produce sentences respecting given-new ordering was reduced more by a verbal than by a spatial WM load. These patterns show that accessibility effects do in fact reflect accessibility in verbal WM, and that representations in sentence production are vulnerable to interference from other information in memory.

Abstract■ In the ventral visual pathway, early visual areas encode light patterns on the retina in terms of image properties, for example, edges and color, whereas higher areas encode visual information in terms of objects and categories. At what point does semantic knowledge, as instantiated in human language, emerge? We examined this question by studying whether semantic similarity in language relates to the brainʼs organization of object representations in inferior temporal cortex (ITC), an area of the brain at the crux of several proposals describing how the brain might represent conceptual knowledge. Semantic relationships among words can be viewed as a geometrical structure with some pairs of words close in their meaning (e.g., man and boy) and other pairs more distant (e.g., man and tomato). ITCʼs representation of objects similarly can be viewed as a complex structure with some pairs of stimuli evoking similar patterns of activation (e.g., man and boy) and other pairs evoking very different patterns (e.g., man and tomato). In this study, we examined whether the geometry of visual object representations in ITC bears a correspondence to the geometry of semantic relationships between word labels used to describe the objects. We compared ITCʼs representation to semantic structure, evaluated by explicit ratings of semantic similarity and by five computational measures of semantic similarity. We show that the representational geometry of ITC-but not of earlier visual areas (V1)-is reflected both in explicit behavioral ratings of semantic similarity and also in measures of semantic similarity derived from word usage patterns in natural language. Our findings show that patterns of brain activity in ITC not only reflect the organization of visual information into objects but also represent objects in a format compatible with conceptual thought and language. ■

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