The perception of prosody and associated auditory cues in early-implanted children: The role of auditory working memory and musical activities

Torppa, Ritva; Faulkner, Andrew; Huotilainen, Minna; Järvikivi, Juhani; Lipsanen, Jari; Laasonen, Marja; Vainio, Martti

doi:10.3109/14992027.2013.872302

Cited by 63 publications

(66 citation statements)

References 42 publications

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“…Training melodic pitch perception after implantation may not provide such robust patterns. On the other hand, an earlier training provided to hearing-impaired children before they reach the level of profound hearing loss may provide positive results, due to yet strong plasticity experienced in childhood (Hyde et al, 2009; Moreno et al, 2009; Yucel et al, 2009; Torppa et al, 2014). Further research with pre- and post-lingually deafened CI musicians and non-musicians, with or without music training provided, may reveal whether patterns developed during previous acoustic hearing or during post-implantation electric hearing may benefit pitch, music, and speech perception after implantation.…”

Section: Discussionmentioning

confidence: 99%

The musician effect: does it persist under degraded pitch conditions of cochlear implant simulations?

et al. 2014

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Cochlear implants (CIs) are auditory prostheses that restore hearing via electrical stimulation of the auditory nerve. Compared to normal acoustic hearing, sounds transmitted through the CI are spectro-temporally degraded, causing difficulties in challenging listening tasks such as speech intelligibility in noise and perception of music. In normal hearing (NH), musicians have been shown to better perform than non-musicians in auditory processing and perception, especially for challenging listening tasks. This “musician effect” was attributed to better processing of pitch cues, as well as better overall auditory cognitive functioning in musicians. Does the musician effect persist when pitch cues are degraded, as it would be in signals transmitted through a CI? To answer this question, NH musicians and non-musicians were tested while listening to unprocessed signals or to signals processed by an acoustic CI simulation. The task increasingly depended on pitch perception: (1) speech intelligibility (words and sentences) in quiet or in noise, (2) vocal emotion identification, and (3) melodic contour identification (MCI). For speech perception, there was no musician effect with the unprocessed stimuli, and a small musician effect only for word identification in one noise condition, in the CI simulation. For emotion identification, there was a small musician effect for both. For MCI, there was a large musician effect for both. Overall, the effect was stronger as the importance of pitch in the listening task increased. This suggests that the musician effect may be more rooted in pitch perception, rather than in a global advantage in cognitive processing (in which musicians would have performed better in all tasks). The results further suggest that musical training before (and possibly after) implantation might offer some advantage in pitch processing that could partially benefit speech perception, and more strongly emotion and music perception.

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Section: Discussionmentioning

confidence: 99%

The musician effect: does it persist under degraded pitch conditions of cochlear implant simulations?

et al. 2014

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“…Across studies, participants ranged in age from 4 to 18 years of age. Within some individual studies [16, 21, 22], the age range for participants encompassed three different stages of Piagetian development. As is the case with speech and language, music perception and performance are influenced by cognitive, behavioral, and social maturation.…”

Section: Can Training Enhance Music Perception Of Pediatric CI Recmentioning

confidence: 99%

“…The Torppa study [22] is unique in that the authors of the study did not implement the music training. Rather, they examined the impact of already-occurring music training on cognitive and linguistic capabilities by comparing CI users who were, or were not involved in naturalistic music experiences (e.g., singing, musical play, lullabies, etc.)…”

Section: Can Training Enhance Music Perception Of Pediatric CI Recmentioning

confidence: 99%

Music-based training for pediatric CI recipients: A systematic analysis of published studies

Gfeller

2016

European Annals of Otorhinolaryngology, Head and Neck Diseases

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In recent years, there has been growing interest in the use of music-based training to enhance speech and language development in children with normal hearing and some forms of communication disorders, including pediatric CI users. The use of music training for CI users may initially seem incongruous given that signal processing for CIs presents a degraded version of pitch and timbre, both key elements in music. Furthermore, empirical data of systematic studies of music training, particularly in relation to transfer to speech skills are limited. This study describes the rationale for music training of CI users, describes key features of published studies of music training with CI users, and highlights some developmental and logistical issues that should be taken into account when interpreting or planning studies of music training and speech outcomes with pediatric CI recipients.

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“…Moreover, the musical training was limited to pitch or rhythm discrimination in one- or two-note items. In the second such study (Torppa et al, 2014), musically trained deaf children showed improved perception of prosodic cues in words, as well as improved working memory (digit span). However, the type of music training (instrumental practice, singing, or dance) and its duration/frequency was heterogeneous and the sample of musically trained children was small ( N = 8).…”

Section: Introductionmentioning

confidence: 97%

“…Moreover, if musical training improves general auditory perception, then it is likely that the perception of non-music sounds, such as linguistic stimuli, would also improve. Only two published studies have investigated the effect of music training on transfer to the linguistic domain in children (Yucel et al, 2009; Torppa et al, 2014). In the first (Yucel et al, 2009), 18 cochlear-implanted children were enrolled in a training program based on auditory–verbal learning.…”

Section: Introductionmentioning

confidence: 99%

Music Lessons Improve Auditory Perceptual and Cognitive Performance in Deaf Children

Rochette

Moussard

Bigand

2014

Front. Hum. Neurosci.

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Despite advanced technologies in auditory rehabilitation of profound deafness, deaf children often exhibit delayed cognitive and linguistic development and auditory training remains a crucial element of their education. In the present cross-sectional study, we assess whether music would be a relevant tool for deaf children rehabilitation. In normal-hearing children, music lessons have been shown to improve cognitive and linguistic-related abilities, such as phonetic discrimination and reading. We compared auditory perception, auditory cognition, and phonetic discrimination between 14 profoundly deaf children who completed weekly music lessons for a period of 1.5–4 years and 14 deaf children who did not receive musical instruction. Children were assessed on perceptual and cognitive auditory tasks using environmental sounds: discrimination, identification, auditory scene analysis, auditory working memory. Transfer to the linguistic domain was tested with a phonetic discrimination task. Musically trained children showed better performance in auditory scene analysis, auditory working memory and phonetic discrimination tasks, and multiple regressions showed that success on these tasks was at least partly driven by music lessons. We propose that musical education contributes to development of general processes such as auditory attention and perception, which, in turn, facilitate auditory-related cognitive and linguistic processes.

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The perception of prosody and associated auditory cues in early-implanted children: The role of auditory working memory and musical activities

Abstract: Prosodic perception in children with CIs is linked to auditory working memory and aspects of auditory discrimination. Engagement in music was linked to better performance across a range of measures, suggesting that music is a valuable tool in the rehabilitation of implanted children.

Cited by 63 publications

References 42 publications

The musician effect: does it persist under degraded pitch conditions of cochlear implant simulations?

The musician effect: does it persist under degraded pitch conditions of cochlear implant simulations?

Music-based training for pediatric CI recipients: A systematic analysis of published studies

Music Lessons Improve Auditory Perceptual and Cognitive Performance in Deaf Children

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