Music Training for the Development of Speech Segmentation

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

doi:10.1093/cercor/bhs180

Cited by 247 publications

(276 citation statements)

References 41 publications

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“…linguistic pitch discrimination (Marques, Moreno, Castro & Besson, 2007;Lee & Hung, 2008;Cooper & Wang, 2012), segmental and tonal processing (Marie, Delogu, Lampis, Belardinelli & Besson, 2011), and congruous prosody discrimination (Wong, Skoe, Russo, Dees & Kraus, 2007). Similar studies were conducted with babies and children who received musical training before taking a language test in contrast with a control group (Magne, Schön & Besson, 2006;Forgeard, Schlaug, Norton, Rosam, Iyengar & Winner, 2008;Moreno, Marques, Santos, Castro & Besson, 2009;Chobert, Clément, Velay & Besson, 2012;François, Chobert, Besson & Schön, 2013). The results leave no doubt about the fact that music training brings about physical changes, especially regarding motor skills such as unimanual and bimanual responses, as well as cognitive and behavioural changes, e.g.…”

Section: Introductionsupporting

confidence: 58%

Pronunciation proficiency and musical aptitude in Spanish as a foreign language: results of an experimental research project

Vangehuchten

Verhoeven

Thys

2015

Rev. lingüíst. leng. apl.

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This paper examines the correlation between musical aptitude and pronunciation proficiency in an experiment with 29 university students of Spanish as a foreign language. The 29 participants took a test in Spanish pronunciation and prosody as well as in musicality. The pronunciation and prosody test consisted of two parts. The first part was a receptive phonemic discrimination test and the second part was a productive test in which they had to repeat words and sentences chosen for their prosodic characteristics. The musical aptitude test also consisted of a receptive part on musicality in general, as well as a productive part, which included the reproduction of tones, tone intervals, rhythms and the singing of a melody. The statistical analysis with Pearson's correlation-coefficients revealed a positive correlation (although not for all aspects) between the musical and foreign language pronunciation proficiency aptitudes. The results are commented on in the discussion. Relevant teaching implications are included in the conclusion.Keywords: pronunciation and prosody proficiency in a second/foreign language, musical aptitude, Spanish as a second/foreign language research, experimental research, Spanish as a second/foreign language teaching.

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Section: Introductionsupporting

confidence: 58%

Pronunciation proficiency and musical aptitude in Spanish as a foreign language: results of an experimental research project

Vangehuchten

Verhoeven

Thys

2015

Rev. lingüíst. leng. apl.

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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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“…The distinctiveness of perceptual cues depended on the type of first language-implying that some languages themselves enhance phonological perception more than other languages. Moreover, François, et al (2012) experimentally assigned children to 2 years of music and painting training and noted that only musical training improved speech segmentation abilities in an artificial language as demonstrated by behavioural and electrophysiological responses. Herrera, Lorenzo, Defior, Fernandez-Smith, and Costa-Giomi (2011) used a similar paradigm and showed that a 2-year phonological and musical intervention improved both naming and phonological awareness of real language words.…”

Section: Enhanced Phonological Processing and Production And L2 Comprmentioning

confidence: 99%

“…Firstly, musical and speech sounds are segmented and processed similarly by the auditory system (François, Chobert, Besson, & Schön, 2012;Schön et al, 2010). Secondly, these components of language and music may be compounded into larger meaningful units in a structured hierarchical manner-grammar and harmony or rhythm (Patel, 2010;Sloboda, 1985).…”

mentioning

confidence: 99%

The Potential Role of Music in Second Language Learning: A Review Article

Zeromskaite¹

2014

Journal of European Psychology Students

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The effects of musical activities on non-musical domains have recently sparked much research. Whereas the benefits of music for native language abilities are well established, the effect on second language (L2) is not yet fully explored. This review discusses articles suggesting the transfer effect of music on L2 phonological and reading skills. Through the analysis of research literature, it examines; (1) the extent of transfer to specific L2 skills, the nature of necessary music training, the effect of native language on musicality and L2, and the role of working memory in the transfer effect. While the discussed papers provide promising insights into the music-L2 relationship, due to the little research done in this area it is difficult to generalize the results to overall L2 learning.

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Music Training for the Development of Speech Segmentation

Cited by 247 publications

References 41 publications

Pronunciation proficiency and musical aptitude in Spanish as a foreign language: results of an experimental research project

Pronunciation proficiency and musical aptitude in Spanish as a foreign language: results of an experimental research project

Music training alters the course of adolescent auditory development

The Potential Role of Music in Second Language Learning: A Review Article

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