Rhythmic and textural musical sequences differently influence syntax and semantic processing in children

Canette, Laure-Hélène; Lalitte, Philippe; Bedoin, Nathalie; Pineau, Marion; Bigand, Emmanuel; Tillmann, Barbara

doi:10.1016/j.jecp.2019.104711

Cited by 22 publications

(28 citation statements)

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“…The lack of rhythmic priming in the picture naming task suggests that the rhythmic priming effect is not only specific to the language domain but seems to be restricted to language perception or grammar. These results are in line with a recent study (Canette, Lalitte, Bedoin, Pineau, Bigand, & Tillmann, 2020) testing the effect of a rhythmical music vs. textural sounds on a semantic evocation task in which children were asked to verbalize concepts that were evoked by rhythmic music or sound texture. The study found that children produced more concepts after the textural sounds suggesting that rhythmic priming did not facilitate semantic evocation.…”

Section: Discussionsupporting

confidence: 91%

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: Discussionsupporting

confidence: 91%

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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“…In addition, there is ample evidence of better performance on various language tasks after rhythm/music training in the typically developing population ( Degé & Schwarzer, 2011 ; Linnavalli, Putkinen, Lipsanen, Huotilainen, & Tervaniemi, 2018 ; Patscheke, Degé, & Schwarzer, 2016 ; Rautenberg, 2015 ; Taub & Lazarus, 2012 ; Zhao & Kuhl, 2016 ). Moreover, several studies have found a short-term facilitating effect of regular rhythm on subsequent grammar task performance in typically developing children ( Ladányi, Lukács, & Gervain, submitted ; Bedoin, Brisseau, Molinier, Roch, & Tillmann, 2016 ; Canette et al, 2020 ; Chern, Tillmann, Vaughan, & Gordon, 2018 ; Przybylski et al, 2013 ). In addition, better speech/language skills, such as more efficient speech processing and word segmentation, have been reported for musicians compared to non-musicians ( Brod & Opitz, 2012 ; François, Jaillet, Takerkart, & Schön, 2014 ; Marie, Magne, & Besson, 2011 ; Musacchia, Sams, Skoe, & Kraus, 2007 ; Sares, Foster, Allen, & Hyde, 2018 ; Zuk et al, 2013 ), although this advantage could originate from other differences between musicians and non-musicians beyond differences in rhythm skills.…”

Section: Individual Differences: a Synthesis Of Research Investigatinmentioning

confidence: 99%

Is atypical rhythm a risk factor for developmental speech and language disorders?

Ladányi

Persici

Fiveash

et al. 2020

WIRES Cognitive Science

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Although a growing literature points to substantial variation in speech/language abilities related to individual differences in musical abilities, mainstream models of communication sciences and disorders have not yet incorporated these individual differences into childhood speech/language development. This article reviews three sources of evidence in a comprehensive body of research aligning with three main themes: (a) associations between musical rhythm and speech/language processing, (b) musical rhythm in children with developmental speech/language disorders and common comorbid attentional and motor disorders, and (c) individual differences in mechanisms underlying rhythm processing in infants and their relationship with later speech/language development. In light of converging evidence on associations between musical rhythm and speech/language processing, we propose the Atypical Rhythm Risk Hypothesis, which posits that individuals with atypical rhythm are at higher risk for developmental speech/language disorders. The hypothesis is framed within the larger epidemiological literature in which recent methodological advances allow for large-scale testing of shared underlying biology across clinically distinct disorders. A series of predictions for future work testing the Atypical Rhythm Risk Hypothesis are outlined. We suggest that if a significant body of evidence is found to support this hypothesis, we can envision new risk factor models that incorporate atypical rhythm to predict the risk of developing speech/language disorders. Given the high prevalence of speech/language disorders in the population and the negative long-term social and economic consequences of gaps in identifying children at-risk, these new lines of research could potentially positively impact access to early identification and treatment.

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“…Further, 10-11 year old children with music training showed an early left anterior negativity (ELAN) response to violations of language structure (grammatical errors), whereas this response was not observed in the children who were not musically trained, likely because their automatic language syntax skills were still developing (Jentschke & Koelsch, 2009). In addition to long-term benefits of music rhythm on language processing (see Schön & Tillmann, 2015), short-term effects have been investigated within the rhythmic priming paradigm, focusing specifically on whether regular rhythmic primes can facilitate subsequent grammaticality judgments in speech (Canette et al, 2019(Canette et al, , 2020Chern et al, 2018;Przybylski et al, 2013).…”

mentioning

confidence: 99%

Rhythmic priming of grammaticality judgments in children: Duration matters

Fiveash

Bedoin

Lalitte

et al. 2020

Journal of Experimental Child Psychology

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Highlights • Rhythmic primes (32 s) improved grammaticality judgments for 7-to 9-year-olds • Performance increased with age after 32 s regular (but not irregular) primes • Reading age was correlated with performance after shorter, regular primes (8s, 16s) • The optimal prime duration for this age range is at least 32 s • Links to temporal attention, language processing, and development are discussed

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Rhythmic and textural musical sequences differently influence syntax and semantic processing in children

Cited by 22 publications

References 50 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?

Is atypical rhythm a risk factor for developmental speech and language disorders?

Rhythmic priming of grammaticality judgments in children: Duration matters

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