Reading skills are related to global, but not local, acoustic pattern perception

Developmental trajectories of pitch-related music skills in children with Williams syndrome

“…In the TD children, significant developmental trajectories were found with all cognitive areas included in the study, i.e., vocabulary, matrix reasoning, forward digit-span, and backward digit-span. These results are consistent with those found in prior studies (Anvari et al, 2002;Foxton et al, 2003;Huntsinger & Jose, 1991;Norton et al, 2005;Wallentin et al, 2010). However, in the children with WS, few cognitive variables were related to the pitch-related music Development of pitch-related music skills in WS 26 skills.…”

“…This explains why such measurements were taken. In addition, as previously mentioned, matrix reasoning has been related to pitch processing in TD individuals (Foxton et al, 2003;Norton et al, 2005), which further justifies the inclusion of this variable. In the same vein, auditory short-term memory and working memory have been linked to pitch-related music skills Development of pitch-related music skills in WS 14 in typical development (Anvari et al, 2002;Huntsinger & Jose, 1991;Wallentin et al, 2010).…”

“…Yet, some studies have reported associations between the two types of skills. Pitch processing has been related to matrix reasoning in TD children and adults (Foxton et al, 2003;Norton et al, 2005). Links between pitch-related music skills, auditory short-term memory and working memory have also been established (Anvari, Trainor, Woodside, & Levy, 2002;Huntsinger & Jose, 1991;Wallentin, Nielsen, Friis-Olivarius, Vuus, & Vuus, 2010).…”

“…Links between pitch-related music skills, auditory short-term memory and working memory have also been established (Anvari, Trainor, Woodside, & Levy, 2002;Huntsinger & Jose, 1991;Wallentin, Nielsen, Friis-Olivarius, Vuus, & Vuus, 2010). In the field of language, both in TD children and adults, pitch processing has been related to phonological awareness and literacy in the native language (Anvari et al, 2002;Barwick, Valentine, West, & Wilding, 1989;Foxton et al, 2003;Lamb & Gregory, 1993), and to phonological skills and linguistic intonation in a foreign language (Delogu, Lampis, & Belardinelli, 2006Milovanov, Huotilainen, Välimäki, Esquef, & Tervaniemi, 2008;Milovanov, Pietilä, Tervaniemi, & Esquef, 2010;Slevc & Miyake, 2006). The relationships found between cognitive and pitchrelated music skills represent evidence against the views of modularity for music in TD individuals (Schellenberg & Weiss, 2013).…”

From temporal processing to developmental language disorders: mind the gap

“…Although both theories are supported by evidence of associations between language or reading and the signature task of the theory, there are also a host of findings that cannot fit within these frameworks. For example, there is evidence of impairments in other psychoacoustic tasks, such as duration, intensity or (especially) frequency discrimination, that do not require rapid processing or rise time perception [21,23,27,28,[30][31][32][33][43][44][45][46][47][48][49][50]. There are findings that fail to survive control for IQ [51] and failures to replicate (e.g.…”