Advances in the Neurocognition of Music and Language

Sammler, Daniela; Elmer, Stefan

doi:10.3390/brainsci10080509

Cited by 23 publications

(18 citation statements)

References 56 publications

(107 reference statements)

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“…The previous sections and recent reviews (Benz et al 2016;Engel et al, 2019;Hallam, 2015;Hämäläinen et al, 2013;Jäncke, 2012;Patel, 2008;Sammler and Elmer, 2020;White and colleagues 2013) provide considerable and compelling evidence that musical training sharpens the brain's early encoding of sound leading to enhanced performance on a range of listening and aural processing skills. Active engagement with music in childhood produces structural changes in the brain related to the processing of sound which can develop over quite short periods of time.…”

Section: Overviewmentioning

confidence: 98%

“…The most recent research approaches draw on the clinical evidence of music related deficits in neurologically impaired individuals, while also exploring the processing of music in healthy people, using neuro comparative music and language research (Sammell and Elmer, 2020). Particular areas of interest have been the role of general attention (Perruchet and Poulin-Charronnat, 2013), rhythm, neuronal entrainment, predictive coding and cognitive control (Slevc and Okada, 2015).…”

Section: Explanations Of the Relationships Between Music And Languagementioning

confidence: 99%

“…Particular areas of interest have been the role of general attention (Perruchet and Poulin-Charronnat, 2013), rhythm, neuronal entrainment, predictive coding and cognitive control (Slevc and Okada, 2015). For instance, Sammell and Elmer (2020) suggest that temporal attention can be influenced by external rhythmic auditory stimulation and that this benefits language processing, including the processing of syntax and speech production. Such research starts from the proposition that speech and music have similar acoustic (Reybrouck and (Podlipniak, 2019;Tsai, and Li, 2019) structural features (Boll-Avetisyan et al, 2020;Daikoku, 2018;Fotidzis et al, 2018;Lagrois et al, 2019;Lee et al, 2019;Myers et al, 2019;Silva et al, 2019;Snijders et al, 2020).…”

Section: Explanations Of the Relationships Between Music And Languagementioning

confidence: 99%

“…Children with developmental language disorders have been shown to be impaired not only in language processing, including syntax, but also in rhythm and metre perception. Sammler and Elmer (2020) suggest that there may be a role for rhythm based processing in language processing and acquisition. Frey and colleagues in a longitudinal study using EEG, demonstrated that six months of music training positively influenced the pre-attentive processing of voice onset time in speech in children with developmental difficulties, while Przybylski and colleagues (2013) tested the influence of external rhythmic auditory stimulation on syntax processing in children with specific language impairment and dyslexia.…”

Section: Preprintmentioning

confidence: 99%

“…Music and written text both require the reading of notation from left to right, and the conversion of notation into specific sounds. The reviews agree that music education can contribute to literacy development in all children including those who find the development of literacy skills challenging (Bolduc, 2008;Bugaj and Brenner, 2011;Sammler and Elmer, 2020;Schön and Tillman, 2015;Tierney and Kraus, 2013a). Rolka and Silverman (2015) carried out a systematic review analyzing research on music and dyslexia.…”

Section: Reviews Meta Analyses and Conclusionmentioning

confidence: 99%

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The Power of Music: an exploration of the evidence [PREPRINT]

Hallam¹,

Himonides²

2021

Preprint

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This OSF project contains the source and supplementary materials for the book "The Power of Music: an exploration of the evidence" (under review). This book was written to provide an update to The power of music: A research synthesis of the impact of actively making music on the intellectual, social and personal development of children and young people. As the evidence was collated, it became clear that much more research had been undertaken since the original book was produced and that that research was focused on a much wider age range with particular expansion in work with older age groups. It was therefore decided to expand the book to include research across the lifespan covering a wider range of issues, particularly those relating to health and wellbeing as these have become more important in the research agenda in recent years. The title referring to an exploration of the research was selected to make it possible to take account of all kinds of research from large scale population studies to single case studies, correlation studies, experiments and evaluations of interventions with a focus on both listening to and actively making and creating music. Some interventions that have several different outcomes are mentioned in more than one chapter. As there has been much controversy recently as to whether music can have any impact, particularly on cognition, it was felt important to include examples of individual research projects for the reader to be able to draw their own conclusions about the impact of music rather than relying on a summary, although an overview is provided at the end of each chapter. This means that the book is not always an easy read. Some of the research is extremely complex and takes time to understand. It is hoped that despite this it will enable the reader to make an informed decision about the power of music in a range of areas across the lifespan.

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