The Effect of a Music Program on Phonological Awareness in Preschoolers

Degé, Franziska; Schwarzer, Gudrun

doi:10.3389/fpsyg.2011.00124

Cited by 219 publications

(264 citation statements)

References 17 publications

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“…Indeed, music training is associated with L1 phonological perception (Zuk et al, 2013) and reading abilities (Corrigall & Trainor, 2011), and with L2 fluency (Swaminathan & Gopinath, 2013;Yang, Ma, Gong, Hu, & Yao, 2014). Longitudinal interventions with random assignment indicate that music training may actually cause improvement in children's speech perception (Degé & Schwarzer, 2011;Flaugnacco et al, 2015;François, Chobert, Besson, & Schön, 2013;Moreno et al, 2009;Thomson et al, 2013).…”

Section: Music Training and Speech Perceptionmentioning

confidence: 99%

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 Training and Speech Perceptionmentioning

confidence: 99%

Musical competence and phoneme perception in a foreign language

Swaminathan

Schellenberg

2017

Psychon Bull Rev

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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.…”

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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 rhythmic structure of music and language are aligned when we sing, and therefore children who are perfectly "in phase" when singing should also be those children who entrain more accurately and who develop better phonological skills. This prediction about music was supported by a recent study by Dege and Schwarzer (2011), who provided musical training to young German children (5-year-olds). They demonstrated a positive effect of training on the children's phonological awareness of syllables and rhymes.…”

Section: Metrical Structure Phonology and Musicmentioning

confidence: 52%

Entraining the Brain: Applications to Language Research and Links to Musical Entrainment

Goswami¹

2012

Empirical Musicology Review

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Clayton's paper provides a clear and accessible summary of the significance of entrainment for music making, and for human behaviour in general. He notes the central role of metrical structure in musical entrainment, the possible role of oscillatory neural activity, and the core notion of phase alignment. Here I show how these same factors are central to speech processing by the human brain. I argue that entrainment to metrical structure is core to linguistic as well as musical human behaviour. I illustrate this view using entrainment data from developmental dyslexia. The core role of entrainment in efficient speech processing suggests that language difficulties in childhood may benefit from music-based remediation that focuses on multi-modal rhythmic entrainment. Alignment of linguistic and musical metrical structure seems likely to be fundamental to successful remediation.

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The Effect of a Music Program on Phonological Awareness in Preschoolers

Cited by 219 publications

References 17 publications

Musical competence and phoneme perception in a foreign language

Musical competence and phoneme perception in a foreign language

Music training alters the course of adolescent auditory development

Entraining the Brain: Applications to Language Research and Links to Musical Entrainment

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