Bridging music and speech rhythm: Rhythmic priming and audio–motor training affect speech perception

Cason, Nia; Astésano, Corine; Schön, Daniele

doi:10.1016/j.actpsy.2014.12.002

Cited by 83 publications

(89 citation statements)

References 45 publications

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“…The design of the current study did not enable us to decide which aspect of language processing -lower-level auditory processing of phonemes and syllables, the processing of hierarchical linguistic structures or both -is facilitated by the regular prime, neither to explore the underlying mechanisms. The result that rhythmic priming facilitates phonological processing (Cason, Astésano, & Schön, 2015;Cason & Schön, 2012) supports the role of auditory processing, but future studies need to find out whether improved grammatical processing is accounted for by better auditory processing in itself or rhythmic priming facilitates both auditory processing and grammatical processing.…”

Section: Discussionmentioning

confidence: 93%

“…The effect was also found in young adults with and without dyslexia who showed a larger ERP response to grammatical violations following regular vs. the irregular primes . While most of the studies tested the effect of rhythmic priming on grammaticality judgment, a few works tested its effect on phonological perception in nonexistent words (Cason & Schön, 2012) and sentences (Cason, Astésano, & Schön, 2015). These studies used a slightly different priming paradigm from the grammaticality judgment studies as the rhythm of the primes either matched or did not match the prosodic structure of the speech stimuli.…”

Section: Rhythmic Primingmentioning

confidence: 99%

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Does rhythmic priming improve grammatical processing in Hungarian-speaking children with and without Developmental Language Disorder?

Ladányi

Lukács

Gervain

2020

Preprint

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Special thanks go to the children, their teachers and parents for their kindness and cooperation. We thank Ágnes Kovács for her inevitable help in screening our participants and Lilla Zakariás for her help in recording the stimuli and helpful advices about task procedures. A huge thank goes to Dr. Reyna Gordon and the Music Cognition Lab of Vanderbilt University Medical Center, Nashville for the fruitful discussions and motivating environment. Research Highlights• 6-year-old Hungarian-speaking children with and without Developmental Language Disorder perform better on a grammatical task subsequent to exposure to a regular rhythm vs. an irregular rhythm/silence• The effect of regular rhythm is specific: it improves performance on a grammatical task but not on a word retrieval or a non-linguistic task• Difference between performance following regular vs. irregular rhythm originates from the facilitating effect of the regular rhythm (not the negative effect of the irregular rhythm)• The results highlight the importance of rhythm in speech processing, and point towards a possible intervention tool in language disorders Abstract Research has described several features shared between musical rhythm and speech or language, and experimental studies consistently show associations between performance on tasks in the two domains as well as impaired rhythm processing in children with language disorders. Motivated by these results, in the current study our first aim was to explore whether the activation of the shared system underlying rhythm and language processing with a regular musical rhythm can improve subsequent grammatical processing in preschool-aged Hungarianspeaking children with and without Developmental Language Disorder (DLD). Second, we investigated whether rhythmic priming is specific to grammar processing by assessing priming in two additional domains: a linguistic but non-grammatical task (picture naming) and a nonlinguistic task (nonverbal Stroop task). Third, to confirm that the rhythmic priming effect originates from the facilitating effect of the regular rhythm and not the negative effect of the control condition, we added a third condition, silence, for all the three tasks. Both groups of children showed better performance on the grammaticality judgment task in the regular compared to both the irregular and the silent conditions but no such effect appeared in the nongrammatical and non-linguistic tasks. These results suggest that 1) rhythmic priming can improve grammatical processing in Hungarian, a language with complex morphosyntax, both in children with and without DLD, 2) the effect is specific to grammar and 3) is a result of the facilitating effect of the regular rhythm.

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Section: Discussionmentioning

confidence: 93%

Section: Rhythmic Primingmentioning

confidence: 99%

Does rhythmic priming improve grammatical processing in Hungarian-speaking children with and without Developmental Language Disorder?

Ladányi

Lukács

Gervain

2020

Preprint

View full text Add to dashboard Cite

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“…If sensitivity to linguistic beat-based temporal structure is impaired in developmental dyslexia, this would lead to phonological impairments. By TS theory therefore, beneficial effects of rhythmic tapping on phonological development and reading would occur via improved temporal precision of auditory oscillatory networks via coupling with motor oscillators (see also Putkinen et al, 2013; Cason et al, 2015). …”

Section: Discussionmentioning

confidence: 99%

“…The identification of underlying neural mechanisms would help to optimize remediation. Synchronizing to a beat is a complex process, requiring accurate internal time-keeping, the production of steady movements, and the use of auditory feedback to predict and correct the timing of action (Sowinski and Dalla Bella, 2013; Cason et al, 2015; Tierney and Kraus, 2016). To take the example of dyslexia, if the primary sensory impairment is auditory rather than motor, then rhythmic interventions involving a motor component (e.g., drumming) may improve rhythmic synchronization in affected children via sensorimotor coupling, with consequent effects on auditory and language processing driven by the motor practice (Goswami, 2012).…”

Section: Introductionmentioning

confidence: 99%

Neural Entrainment and Sensorimotor Synchronization to the Beat in Children with Developmental Dyslexia: An EEG Study

2017

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Tapping in time to a metronome beat (hereafter beat synchronization) shows considerable variability in child populations, and individual differences in beat synchronization are reliably related to reading development. Children with developmental dyslexia show impairments in beat synchronization. These impairments may reflect deficiencies in auditory perception of the beat which in turn affect auditory-motor mapping, or may reflect an independent motor deficit. Here, we used a new methodology in EEG based on measuring beat-related steady-state evoked potentials (SS-EPs, Nozaradan et al., 2015) in an attempt to disentangle neural sensory and motor contributions to behavioral beat synchronization in children with dyslexia. Children tapped with both their left and right hands to every second beat of a metronome pulse delivered at 2.4 Hz, or listened passively to the beat. Analyses of preferred phase in EEG showed that the children with dyslexia had a significantly different preferred phase compared to control children in all conditions. Regarding SS-EPs, the groups differed significantly for the passive Auditory listening condition at 2.4 Hz, and showed a trend toward a difference in the Right hand tapping condition at 3.6 Hz (sensorimotor integration measure). The data suggest that neural rhythmic entrainment is atypical in children with dyslexia for both an auditory beat and during sensorimotor coupling (tapping). The data are relevant to a growing literature suggesting that rhythm-based interventions may help language processing in children with developmental disorders of language learning.

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confidence: 99%

Hand-clapping to the rhythm of newly learned words improves L2 pronunciation: Evidence from Catalan and Chinese learners of French

Baills¹,

Zhang²,

Prieto³

2018

Speech Prosody 2018

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Previous research has shown that rhythmic training enhances phonological speech processing (e.g., [1,2,3,4]). Yet little is known about whether rhythmic training can also help to improve pronunciation in a second language (but see [5,6,7]). This study tests the potential benefits of hand-clapping to the rhythm of newly learned French words for the acquisition of pronunciation patterns by Catalan children and Chinese adolescents. In two between-subjects experiments with a pretest and posttest design, participants either repeated words while clapping the rhythmic structure of words or only repeated the words. The French target words were very similar to their lexical counterparts in Catalan, whereas they differed completely from Chinese. Participants' oral production before and after training was rated for accentedness by three French native speakers. Results showed a significant improvement for the clapping group among the Catalan participants, whereas only a near significant tendency appeared for the Chinese adolescents. Individual musical abilities did not interact significantly with the results in either experiments but working memory played a significant role in Chinese participants' pronunciation. The results show that a short phonological training session based on highlighting the rhythmic structure of words seems to help improve pronunciation in a foreign language as long as there is little demand placed on semantic processing.

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Bridging music and speech rhythm: Rhythmic priming and audio–motor training affect speech perception

Cited by 83 publications

References 45 publications

Does rhythmic priming improve grammatical processing in Hungarian-speaking children with and without Developmental Language Disorder?

Does rhythmic priming improve grammatical processing in Hungarian-speaking children with and without Developmental Language Disorder?

Neural Entrainment and Sensorimotor Synchronization to the Beat in Children with Developmental Dyslexia: An EEG Study

Hand-clapping to the rhythm of newly learned words improves L2 pronunciation: Evidence from Catalan and Chinese learners of French

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