A test of Gardner's modularity theory: A comparison of short-term memory for digits and tones.

Developmental trajectories of pitch-related music skills in children with Williams syndrome

“…In the TD children, significant developmental trajectories were found with all cognitive areas included in the study, i.e., vocabulary, matrix reasoning, forward digit-span, and backward digit-span. These results are consistent with those found in prior studies (Anvari et al, 2002;Foxton et al, 2003;Huntsinger & Jose, 1991;Norton et al, 2005;Wallentin et al, 2010). However, in the children with WS, few cognitive variables were related to the pitch-related music Development of pitch-related music skills in WS 26 skills.…”

“…In addition, as previously mentioned, matrix reasoning has been related to pitch processing in TD individuals (Foxton et al, 2003;Norton et al, 2005), which further justifies the inclusion of this variable. In the same vein, auditory short-term memory and working memory have been linked to pitch-related music skills Development of pitch-related music skills in WS 14 in typical development (Anvari et al, 2002;Huntsinger & Jose, 1991;Wallentin et al, 2010). For this reason, participants were assessed with the forward and backward digitspan subtests.…”

“…Pitch processing has been related to matrix reasoning in TD children and adults (Foxton et al, 2003;Norton et al, 2005). Links between pitch-related music skills, auditory short-term memory and working memory have also been established (Anvari, Trainor, Woodside, & Levy, 2002;Huntsinger & Jose, 1991;Wallentin, Nielsen, Friis-Olivarius, Vuus, & Vuus, 2010). In the field of language, both in TD children and adults, pitch processing has been related to phonological awareness and literacy in the native language (Anvari et al, 2002;Barwick, Valentine, West, & Wilding, 1989;Foxton et al, 2003;Lamb & Gregory, 1993), and to phonological skills and linguistic intonation in a foreign language (Delogu, Lampis, & Belardinelli, 2006Milovanov, Huotilainen, Välimäki, Esquef, & Tervaniemi, 2008;Milovanov, Pietilä, Tervaniemi, & Esquef, 2010;Slevc & Miyake, 2006).…”

Music training and rate of presentation as mediators of text and song recall

“…It was expected that those participants with music training would be better able to use the melody to self-cue recall of the associated text than their untrained counterparts would be and that provision of the piano prelude would enhance this effect. This latter prediction was based on past research showing that individuals who have had formal music training perceive Copyright 2000 Psychonomic Society, Inc. 700 musical structure that is unnoticed by those with no music training (Beal, 1985;Morrongiello, 1992) and employ superior encoding strategies with respect to musical material (e.g., Huntsinger & Jose, 1991;Mikumo, 1992). It was felt that if the musicians were better able to process or encode the melody prior to introduction of the text, the text would have a stronger frame of reference in which to be placed in memory.…”

Influence of Musical Experience of Blind and Visually Impaired Young Persons on Performance in Selected Auditory Tasks

“…The working memory ability is one of cognitive factors that is a linker between musical training and production of language sounds through changes in working memory capacity (Posedel et al, 2012; Schellenberg, Peretz, 2008; Acheson, MacDonald, 2009). In the first study of this kind (Huntsinger, Jose, 1991) it was found that sighted musically experienced children performed better than musically inexperienced children on tonal memory. The adult blind subjects perform better than sighted ones at a variety of non-visual tasks, e.g.…”