Links between early rhythm skills, musical training, and phonological awareness

Moritz, Catherine; Yampolsky, Sasha; Papadelis, Georgios; Thomson, Jennifer M.; Wolf, Markus

doi:10.1007/s11145-012-9389-0

Cited by 153 publications

(192 citation statements)

References 42 publications

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“…In line with this view, rhythm abilities predict phonological processing in typically developing children (Carr, White-Schwoch, Tierney, Strait, & Kraus, 2014;Moritz, Yampolsky, Papadelis, Thomson, & Wolf, 2013), adolescents (Tierney & Kraus, 2013), and adults (Grube, Cooper, & Griffiths, 2013). Such associations also extend to syntax and reading abilities (Gordon et al, 2015;Grube et al, 2013;Tierney & Kraus, 2013).…”

Section: Music Perception and Speech Perceptionmentioning

confidence: 59%

Musical competence and phoneme perception in a foreign language

Swaminathan

Schellenberg

2017

Psychon Bull Rev

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We investigated whether musical competence was associated with the perception of foreign-language phonemes. The sample comprised adult native-speakers of English who varied in music training. The measures included tests of general cognitive abilities, melody and rhythm perception, and the perception of consonantal contrasts that were phonemic in Zulu but not in English. Music training was associated positively with performance on the tests of melody and rhythm perception, but not with performance on the phonemeperception task. In other words, we found no evidence for transfer of music training to foreign-language speech perception. Rhythm perception was not associated with the perception of Zulu clicks, but such an association was evident when the phonemes sounded more similar to English consonants. Moreover, it persisted after controlling for general cognitive abilities and music training. By contrast, there was no association between melody perception and phoneme perception. The findings are consistent with proposals that music-and speech-perception rely on similar mechanisms of auditory temporal processing, and that this overlap is independent of general cognitive functioning. They provide no support, however, for the idea that music training improves speech perception.

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Section: Music Perception and Speech Perceptionmentioning

confidence: 59%

Musical competence and phoneme perception in a foreign language

Swaminathan

Schellenberg

2017

Psychon Bull Rev

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“…Daily music training in kindergarten (compared to weekly training) has been linked with enhanced phonological awareness which supports early language and literacy skills (Moritz, Yampolsky, Papadelis, Thomson, & Wolf, 2013), though this study did not control for sociodemographic variables. In the early primary years, instrumental music lessons have been associated with improved vocabulary and verbal sequencing skills in those receiving piano lessons, compared to those who did not (Piro & Ortiz, 2009).…”

Section: Music As a Home Learning Activitymentioning

confidence: 69%

Associations between early shared music activities in the home and later child outcomes: Findings from the Longitudinal Study of Australian Children

Williams

Barrett

Welch

et al. 2015

Early Childhood Research Quarterly

132

136

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“…Both activities were part of the high school curriculum, which was otherwise identical for both groups. We also tested students' language skills (phonological memory, phonological awareness, and rapid naming ability) to determine whether in-school music engendered benefits for literacy skills, a prediction consistent with cross-sectional studies (39)(40)(41)(42)(43)(44)(45). The two groups were matched demographically and on all outcome measures at the start of the study (see Table S1 for demographic information for the two groups).…”

Section: Significancementioning

confidence: 99%

“…Studies comparing nonmusicians with musicians who began training early in life have revealed a "signature" set of enhancements associated with musical experience (27,28). Relative to nonmusician peers, musicians tend to show enhanced speech-innoise perception (29)(30)(31)(32)(33)(34), verbal memory (30)(31)(32)(33)(35)(36)(37)(38), phonological skills (39)(40)(41)(42)(43)(44)(45), and reading (46-50), although not without exception (51,52). Music training has also been linked to enhancements in the encoding of sound throughout the auditory system.…”

mentioning

confidence: 99%

Music training alters the course of adolescent auditory development

Tierney

Krizman

Kraus

2015

Proc. Natl. Acad. Sci. U.S.A.

131

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Fundamental changes in brain structure and function during adolescence are well-characterized, but the extent to which experience modulates adolescent neurodevelopment is not. Musical experience provides an ideal case for examining this question because the influence of music training begun early in life is wellknown. We investigated the effects of in-school music training, previously shown to enhance auditory skills, versus another inschool training program that did not focus on development of auditory skills (active control). We tested adolescents on neural responses to sound and language skills before they entered high school (pretraining) and again 3 y later. Here, we show that inschool music training begun in high school prolongs the stability of subcortical sound processing and accelerates maturation of cortical auditory responses. Although phonological processing improved in both the music training and active control groups, the enhancement was greater in adolescents who underwent music training. Thus, music training initiated as late as adolescence can enhance neural processing of sound and confer benefits for language skills. These results establish the potential for experience-driven brain plasticity during adolescence and demonstrate that in-school programs can engender these changes. music | training | auditory B y age six, the brain has reached 90% of its adult size (1).However, the years between childhood and young adulthood are marked by a host of subtler neural developments. Myelination and synaptic pruning (2-5) lead to a decrease in gray matter and an increase in white matter (6-13). Resting-state oscillations decline (14-16), and passive evoked responses to sound change in complex ways. Cortically, the P1, which is a positive deflection at around 50 ms generated within lateral Heschl's gyrus (17), declines whereas the N1, a negative deflection at around 100 ms generated within primary and secondary auditory cortices (18)(19)(20), increases (21-23). Subcortically, the trial-by-trial consistency of the response declines (24,25). An open question is how experience interacts with this developmental plasticity during adolescence. Is the transition from the plasticity of childhood to the stability of adulthood malleable by experience? And if so, what types of enrichment have the greatest impact on the development of the neural mechanisms contributing to auditory and language skills?Music training is an enrichment program commonly available to high school students, and its neural and behavioral consequences are well-understood (for a review, see ref. 26). Studies comparing nonmusicians with musicians who began training early in life have revealed a "signature" set of enhancements associated with musical experience (27,28). Relative to nonmusician peers, musicians tend to show enhanced speech-innoise perception (29-34), verbal memory (30-33, 35-38), phonological skills (39-45), and reading (46-50), although not without exception (51, 52). Music training has also been linked to enhancements in the enco...

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Links between early rhythm skills, musical training, and phonological awareness

Cited by 153 publications

References 42 publications

Musical competence and phoneme perception in a foreign language

Musical competence and phoneme perception in a foreign language

Associations between early shared music activities in the home and later child outcomes: Findings from the Longitudinal Study of Australian Children

Music training alters the course of adolescent auditory development

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