Several studies have suggested that intensive musical training enhances children’s linguistic skills. Such training, however, is not available to all children. We studied in a community setting whether a low-cost, weekly music playschool provided to 5–6-year-old children in kindergartens could already affect their linguistic abilities. Children (N = 66) were tested four times over two school-years with Phoneme processing and Vocabulary subtests, along with tests for Perceptual reasoning skills and Inhibitory control. We compared the development of music playschool children to their peers either attending to similarly organized dance lessons or not attending to either activity. Music playschool significantly improved the development of children’s phoneme processing and vocabulary skills. No such improvements on children’s scores for non-verbal reasoning and inhibition were obtained. Our data suggest that even playful group music activities – if attended to for several years – have a positive effect on pre-schoolers’ linguistic skills. Therefore we promote the concept of implementing regular music playschool lessons given by professional teachers in early childhood education.

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Citation for published item:ierolD F nd uoskoskiD tF uF nd eltolD rFEF nd utkinenD F nd h¤ ferD uF @PHIUA 9en integrtive review of the enjoyment of sdness ssoited with musiF9D hysis of life reviewsF F Further information on publisher's website: httpsXGGdoiForgGIHFIHITGjFplrevFPHIUFIIFHIT Publisher's copyright statement:Additional information: Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. AbstractThe recent surge of interest towards the paradoxical pleasure produced by sad music has generated a handful of theories and an array of empirical explorations on the topic. However, none of these have attempted to weigh the existing evidence in a systematic fashion. The present work puts forward an integrative framework laid out over three levels of explanation -biological, psycho-social, and cultural -to compare and integrate the existing findings in a meaningful way. First, we review the evidence pertinent to experiences of pleasure associated with sad music from the fields of neuroscience, psychophysiology, and endocrinology. Then, the psychological and interpersonal mechanisms underlying the recognition and induction of sadness in the context of music are combined with putative explanations ranging from social surrogacy and nostalgia to feelings of being moved. Finally, we address the cultural aspects of the paradox -the extent to which it is embedded in the Western notion of music as an aesthetic, contemplative object -by synthesising findings from history, ethnography, and empirical studies. Furthermore, we complement these explanations by considering the particularly significant life meanings that sadness portrayed in art can evoke in some perceivers. Our central claim is that one cannot attribute the enjoyment of sadness fully to any one of these levels, but to a chain * Corresponding author Email address: tuomas.eerola@durham.ac.uk (Tuomas Eerola)Preprint submitted to Physics of Life Reviews November 10, 2017 of functionalities afforded by each level. Each explanatory level has several putative explanations and its own shift towards positive valence, but none of them deliver the full transformation from a highly negative experience to a fully enjoyable experience alone. The current evidence within this framework ranges from weak to non-existent at the biological level, moderate at the psychological level, and suggestive at the cultural level. We propose a series of focussed topics for future investigation that would allow to deconstruct the drivers and constraints of the processes leading to pleasurable music-related sad...

Adult musicians show superior auditory discrimination skills when compared to non-musicians. The enhanced auditory skills of musicians are reflected in the augmented amplitudes of their auditory event-related potential (ERP) responses. In the current study, we investigated longitudinally the development of auditory discrimination skills in musically trained and nontrained individuals. To this end, we recorded the mismatch negativity (MMN) and P3a responses from children who play a musical instrument and age-matched children with no musical training at ages 7, 9, 11, and 13. Basic auditory processing was investigated by recording ERPs in the Multi-Feature Paradigm that included frequency, duration, intensity, location, and gap deviants. The detection of musically more relevant sound changes was examined in an oddball paradigm with major chords as standards and minor chords as deviants. The musically trained children showed larger increase in MMN and P3a amplitudes with age for the chord deviants than the control children. There was also a strong trend (p = .054) for larger increase in MMN amplitude in the musically trained children for the location deviant. As no group differences in response amplitudes were evident at the early stages of the training, our results suggest that the superior neural auditory discrimination in adult musicians is due to training and not pre-existing differences between musicians and non-musicians.

The relation between informal musical activities at home and electrophysiological indices of neural auditory change detection was investigated in 2-3-year-old children. Auditory event-related potentials were recorded in a multi-feature paradigm that included frequency, duration, intensity, direction, gap deviants and attention-catching novel sounds. Correlations were calculated between these responses and the amount of musical activity at home (i.e. musical play by the child and parental singing) reported by the parents. A higher overall amount of informal musical activity was associated with larger P3as elicited by the gap and duration deviants, and smaller late discriminative negativity responses elicited by all deviant types. Furthermore, more musical activities were linked to smaller P3as elicited by the novel sounds, whereas more paternal singing was associated with smaller reorienting negativity responses to these sounds. These results imply heightened sensitivity to temporal acoustic changes, more mature auditory change detection, and less distractibility in children with more informal musical activities in their home environment. Our results highlight the significance of informal musical experiences in enhancing the development of highly important auditory abilities in early childhood.

Auditory discrimination, memory, and attention-related functions were investigated in healthy 2-3-year-olds by recording event-related potentials (ERPs) to changes in five auditory features and two types of novel sounds using the fast multifeature paradigm (MFP). ERP profiles consisting of the mismatch negativity (MMN), P3a, and prominent late discriminative negativities (LDN) were obtained, for the first time, from this age group in a considerably shorter time compared to the traditional paradigms. Statistically significant responses from individual children were obtained mainly for the novel sounds. Thus, the MFP shows promise as a time-efficient paradigm for investigating central auditory functions in toddlers.

Music practice since childhood affects the development of hearing skills. An important classification in Western music is the chords' major-minor dichotomy. Its preattentive auditory discrimination was studied here using a mismatch negativity (MMN) paradigm in 13-year-olds with active hobbies, music-related (music group) or other (control group). In a context of root major chords, root minor chords and inverted major chords were presented infrequently. The interval structure of inverted majors differs more from root majors than the interval structure of root minors. However, the identity of the chords is the same in inverted and root majors (major), but different in root minors. The deviant chords introduced no new frequencies to the paradigm. Hence, an MMN caused by physical deviance was prevented. An MMN was elicited by the minor chords but not by the inverted majors. The MMN amplitude in the music group was larger than in the control group. Thus, the conceptual discrimination skills are present already in the preattentive processing level of the auditory cortex, and musical training can advance these skills.

Previous research has demonstrated that musicians show superior neural sound discrimination when compared to non-musicians, and that these changes emerge with accumulation of training. Our aim was to investigate whether individual differences in executive functions predict training-related changes in neural sound discrimination. We measured event-related potentials induced by sound changes coupled with tests for executive functions in musically trained and non-trained children aged 9-11 years and 13-15 years. High performance in a set-shifting task, indexing cognitive flexibility, was linked to enhanced maturation of neural sound discrimination in both musically trained and non-trained children. Specifically, well-performing musically trained children already showed large mismatch negativity (MMN) responses at a young age as well as at an older age, indicating accurate sound discrimination. In contrast, the musically trained low-performing children still showed an increase in MMN amplitude with age, suggesting that they were behind their high-performing peers in the development of sound discrimination. In the non-trained group, in turn, only the high-performing children showed evidence of an age-related increase in MMN amplitude, and the low-performing children showed a small MMN with no age-related change. These latter results suggest an advantage in MMN development also for high-performing non-trained individuals. For the P3a amplitude, there was an age-related increase only in the children who performed well in the set-shifting task, irrespective of music training, indicating enhanced attention-related processes in these children. Thus, the current study provides the first evidence that, in children, cognitive flexibility may influence age-related and training-related plasticity of neural sound discrimination.