Enhanced Passive and Active Processing of Syllables in Musician Children

Chobert, Julie; Marie, Céline; Clément, François; Schön, Daniele; Besson, Mireille

doi:10.1162/jocn_a_00088

Cited by 106 publications

(106 citation statements)

References 68 publications

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“…These results are also in line with those reported in children by Chobert et al [54]. Musician children ( i.e.…”

Section: Sound Perception and Production In Native And Foreign Lansupporting

confidence: 93%

“…By contrast, the MMNs and RTs recorded from non-musician children were equally sensitive to small and large differences in VOT (MMN and RTs were not significantly different for large and small deviants). In line with previous results by Phillips et al [55] with non-musician adults, this was taken to indicate that non-musician children process all changes (whether large or small) as across-phonemic category changes [54]. …”

Section: Sound Perception and Production In Native And Foreign Lansupporting

confidence: 79%

“…However, it would be of interest to further examine the influence of musical expertise on segmental speech variations in L2 or the perception of syllabic duration in quantity language. Marie et al [25] examined the discrimination of segmental variations (consonant and vowels) in Mandarin by French musicians and non-musicians, and Chobert et al [54] examined the preattentive processing of VOT contrasts that exist and do not exist in French with French children. Even if the influence of musical expertise on the perception of other important phonological contrasts, such as place of articulation, manner or formants still need to be examined.…”

Section: Interpretations and Future Research Directionsmentioning

confidence: 99%

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Musical Expertise and Second Language Learning

Chobert

Besson

2013

Brain Sciences

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Increasing evidence suggests that musical expertise influences brain organization and brain functions. Moreover, results at the behavioral and neurophysiological levels reveal that musical expertise positively influences several aspects of speech processing, from auditory perception to speech production. In this review, we focus on the main results of the literature that led to the idea that musical expertise may benefit second language acquisition. We discuss several interpretations that may account for the influence of musical expertise on speech processing in native and foreign languages, and we propose new directions for future research.

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“…These results are also in line with those reported in children by Chobert et al [54]. Musician children ( i.e.…”

Section: Sound Perception and Production In Native And Foreign Lansupporting

confidence: 93%

Section: Sound Perception and Production In Native And Foreign Lansupporting

confidence: 79%

Section: Interpretations and Future Research Directionsmentioning

confidence: 99%

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Musical Expertise and Second Language Learning

Chobert

Besson

2013

Brain Sciences

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“…These transfer effects possibly arise because speech and music are auditory signals relying on similar acoustic cues (i.e., duration, frequency, intensity, and timbre) and because they share, at least in part, common neuronal substrates for auditory perception (Peretz, Vuvan, Lagrois, & Armony, 2015;Jäncke, 2009) and for higher-order cognitive processing (Rogalsky, Rong, Saberi, & Hickok, 2011;Patel, 2008;Maess, Koelsch, Gunter, & Friederici, 2001). For instance, music training facilitates the processing of a variety of segmental (Bidelman, Weiss, Moreno, & Alain, 2014;Kühnis, Elmer, & Jäncke, 2014;Elmer, Meyer, & Jäncke, 2012;Chobert, Marie, François, Schön, & Besson, 2011;Musacchia, Sams, Skoe, & Kraus, 2007) and suprasegmental speech attributes (Marie, Delogu, Lampis, Olivetti Belardinelli, & Besson, 2011;Wong & Perrachione, 2007) within native (Schön, Magne, & Besson, 2004) and nonnative languages (Marques, Moreno, Castro, & Besson, 2007). Moreover, both musically trained children (Jentschke & Koelsch, 2009) and adults (Fitzroy & Sanders, 2013) are more sensitive to violations of linguistic and music syntax than participants without music training.…”

Section: Introductionmentioning

confidence: 99%

Professional Music Training and Novel Word Learning: From Faster Semantic Encoding to Longer-lasting Word Representations

Dittinger

Barbaroux

D’Imperio

et al. 2016

Journal of Cognitive Neuroscience

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126

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On the basis of previous results showing that music training positively influences different aspects of speech perception and cognition, the aim of this series of experiments was to test the hypothesis that adult professional musicians would learn the meaning of novel words through picture-word associations more efficiently than controls without music training (i.e., fewer errors and faster RTs). We also expected musicians to show faster changes in brain electrical activity than controls, in particular regarding the N400 component that develops with word learning. In line with these hypotheses, musicians outperformed controls in the most difficult semantic task. Moreover, although a frontally distributed N400 component developed in both groups of participants after only a few minutes of novel word learning, in musicians this frontal distribution rapidly shifted to parietal scalp sites, as typically found for the N400 elicited by known words. Finally, musicians showed evidence for better long-term memory for novel words 5 months after the main experimental session. Results are discussed in terms of cascading effects from enhanced perception to memory as well as in terms of multifaceted improvements of cognitive processing due to music training. To our knowledge, this is the first report showing that music training influences semantic aspects of language processing in adults. These results open new perspectives for education in showing that early music training can facilitate later foreign language learning. Moreover, the design used in the present experiment can help to specify the stages of word learning that are impaired in children and adults with word learning difficulties. positively influences different aspects of speech perception and cognition, the aim of this series of experiments was to test the hypothesis that adult professional musicians would learn the meaning of novel words through picture-word associations more efficiently than controls without music training (i.e., fewer errors and faster RTs). We also expected musicians to show faster changes in brain electrical activity than controls, in particular regarding the N400 component that develops with word learning. In line with these hypotheses, musicians outperformed controls in the most difficult semantic task. Moreover, although a frontally distributed N400 component developed in both groups of participants after only a few minutes of novel word learning, in musicians this frontal distribution rapidly shifted to parietal scalp sites, as typically found for the N400 elicited by known words. Finally, musicians showed evidence for better long-term memory for novel words 5 months after the main experimental session. Results are discussed in terms of cascading effects from enhanced perception to memory as well as in terms of multifaceted improvements of cognitive processing due to music training. To our knowledge, this is the first report showing that music training influences semantic aspects of language processing in adults. These results o...

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“…However, there have been relatively few empirical evaluations of this tenet outside of the laboratory, presenting a roadblock to the development of effective strategies for auditory learning. One domain of attention has come from studies of music training, which has emerged as a potential direction for these efforts thanks to evidence that playing music augments auditory function and that these enhancements carry over to advantages for everyday communication (Gaser and Schlaug, 2003; Peretz and Zatorre, 2005; Magne et al, 2006; Kraus and Chandrasekaran, 2010; Chobert et al, 2011; Patel, 2011; Herholz and Zatorre, 2012; Strait and Kraus, 2014). Music training need not be lifelong to engender lasting improvements in the nervous system (Skoe and Kraus, 2012; White-Schwoch et al, 2013), and there is evidence that school-based programs initiated as late as high school can spark changes in auditory processing (Moreno et al, 2009, 2011; Chobert et al, 2012b; Tierney et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

Auditory learning through active engagement with sound: biological impact of community music lessons in at-risk children

et al. 2014

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The young nervous system is primed for sensory learning, facilitating the acquisition of language and communication skills. Social and linguistic impoverishment can limit these learning opportunities, eventually leading to language-related challenges such as poor reading. Music training offers a promising auditory learning strategy by directing attention to meaningful acoustic elements of the soundscape. In light of evidence that music training improves auditory skills and their neural substrates, there are increasing efforts to enact community-based programs to provide music instruction to at-risk children. Harmony Project is a community foundation that has provided free music instruction to over 1000 children from Los Angeles gang-reduction zones over the past decade. We conducted an independent evaluation of biological effects of participating in Harmony Project by following a cohort of children for 1 year. Here we focus on a comparison between students who actively engaged with sound through instrumental music training vs. students who took music appreciation classes. All children began with an introductory music appreciation class, but midway through the year half of the children transitioned to the instrumental training. After the year of training, the children who actively engaged with sound through instrumental music training had faster and more robust neural processing of speech than the children who stayed in the music appreciation class, observed in neural responses to a speech sound /d/. The neurophysiological measures found to be enhanced in the instrumentally-trained children have been previously linked to reading ability, suggesting a gain in neural processes important for literacy stemming from active auditory learning. Despite intrinsic constraints on our study imposed by a community setting, these findings speak to the potential of active engagement with sound (i.e., music-making) to engender experience-dependent neuroplasticity and may inform the development of strategies for auditory learning.

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Enhanced Passive and Active Processing of Syllables in Musician Children

Cited by 106 publications

References 68 publications

Musical Expertise and Second Language Learning

Musical Expertise and Second Language Learning

Professional Music Training and Novel Word Learning: From Faster Semantic Encoding to Longer-lasting Word Representations

Auditory learning through active engagement with sound: biological impact of community music lessons in at-risk children

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