Perceiving Prosody in Speech

Musical training modulates the development of syntax processing in children

We investigated the effects of selective attention and musical training on the processing ofharmonic expectations. In Experiment 1, participants with and without musical training were required to respond to the contour of melodies as they were presented with chord progressions that were highly expected, slightly unexpected, or extremely unexpected. Reaction time and accuracy results showed that when attention was focused on the melody, musically trained participants were still sensitive to different harmonic expectations, whereas participants with no musical training were undifferentiated across expectation conditions. In Experiment 2, participants were required to listen holistically to the entire chord progression and to rate their preference for each chord progression. Results from preference ratings showed that all the participants, with or without musical training, were sensitive to manipulations of harmonic expectations. Experiments 3 and 4 showed that changing the speed of presentation of chord progressions did not affect the pattern of results. The four experiments together highlight the importance of attentional focus in musical training, especially as it relates to the processing of harmonic expectations.

Music not only regulates mood but also promotes the development and maintenance of empathy and social understanding. Since empathy is crucial for well-being and indispensable in social life, it is necessary to develop strategies to improve empathy and prosocial behaviors. To fulfill this aim, researchers have extensively investigated the effect of intensive musical training on the development of empathy. Here, we first summarize evidence showing the powerful influence of musical training on the development of empathy and then discuss psychological mechanisms responsible for those observations. The conclusions drawn from most previous studies were mainly based on behavioral measurements, while the neural basis of musical training in the development of the empathic brain is still unclear. Fortunately, brain imaging research has contributed greatly to our understanding of the neural underpinnings associated with musical training and its possible connection to the development of the empathic brain. One of the most distinctive signatures of musical training is structural and functional changes of multiple brain regions, and such changes might be related to some of the empathic behaviors observed in musically trained children. Therefore, intensive musical training in childhood may increase levels of empathy, and applied research is required to optimize the training strategy before implementing music education in empathy regulation. Moreover, future longitudinal studies are needed to better understand neural mechanisms underlying the causal effect of musical training on empathy development. These findings have important implications for understanding the development of the empathic brain and for improving prosocial behaviors.

The psychology of musical ability : R. Shuter-Dyson and C. Gabriel: 2nd edn. Methuen, London (1981). xiv + 354 pp.

Exposure to musical rhythms has been shown to influence the perception of subsequently presented speech. Until now, this effect has only been studied in native language (L1) processing. The present study investigated whether rhythmic priming could also benefit second language (L2) processing. A musical rhythmic priming experiment was designed based on previous studies in L1 children. Over two experiments, L2 adult speakers of French were asked to detect grammatical errors in naturally spoken French sentences. Sentences were either preceded by a regular or an irregular musical rhythmic prime. We also assessed participants' French language level, rhythmic perception abilities, and musical training. In Experiment 1, 34 participants from various L1 backgrounds were recruited. In Experiment 2, 33 participants with a Romance-family L1 were recruited. For both experiments, grammaticality judgments did not significantly differ after regular versus irregular rhythmic primes. However, in collapsing both experiments, grammaticality judgments correlated significantly with rhythmic abilities, suggesting that participants with better rhythm perception were better at grammaticality judgment tasks. Moreover, with the same French level, musicians were better at detecting grammatical errors than those who had not received music training. We also found that the rhythmic priming effect (better grammatical judgments after regular than after irregular rhythms) increased with the number of years of musical training, suggesting that regular rhythmic primes may improve L2 perception in particular for musically trained participants. These results suggest some interesting connections between music training, second language learning, and rhythmic priming, that can be explored in future research.

Previous research has demonstrated that musicians show superior neural sound discrimination when compared to non-musicians, and that these changes emerge with accumulation of training. Our aim was to investigate whether individual differences in executive functions predict training-related changes in neural sound discrimination. We measured event-related potentials induced by sound changes coupled with tests for executive functions in musically trained and non-trained children aged 9-11years and 13-15years. High performance in a set-shifting task, indexing cognitive flexibility, was linked to enhanced maturation of neural sound discrimination in both musically trained and non-trained children. Specifically, well-performing musically trained children already showed large mismatch negativity (MMN) responses at a young age as well as at an older age, indicating accurate sound discrimination. In contrast, the musically trained low-performing children still showed an increase in MMN amplitude with age, suggesting that they were behind their high-performing peers in the development of sound discrimination. In the non-trained group, in turn, only the high-performing children showed evidence of an age-related increase in MMN amplitude, and the low-performing children showed a small MMN with no age-related change. These latter results suggest an advantage in MMN development also for high-performing non-trained individuals. For the P3a amplitude, there was an age-related increase only in the children who performed well in the set-shifting task, irrespective of music training, indicating enhanced attention-related processes in these children. Thus, the current study provides the first evidence that, in children, cognitive flexibility may influence age-related and training-related plasticity of neural sound discrimination.

Biological impact of preschool music classes on processing speech in noise

Although it has been documented that musical training enhances multisensory integration, there is not yet a consensus as to how musical training influences the visual dominance effect in sensory dominance. The present study adopted the Colavita visual dominance paradigm, presenting auditory stimuli concurrent with visual stimuli, to investigate the visual dominance effect between music majors and nonmusic majors and compared the reaction time and response proportion of the two kinds of participants in the bimodal trials. The results showed that the proportion of simultaneous responses in bimodal trials of music majors is higher than that of nonmusic majors; the nonmusic majors show a greater difference between the proportion of “Visual-Auditory” trials and “Auditory-Visual” trials compared with the music majors; the ΔRT of the two responses of the nonsimultaneous bimodal trials of nonmusic majors is longer than that of music majors. The results indicated that musically trained individuals have an enhanced ability to bind visual and auditory information and show a lesser Colavita effect, that is, a reduced visual dominance effect, than their nonmusic major peers. We conclude that musical training extends beyond the field of vision or auditory domain, improves audiovisual integration, and reduces the visual dominance effect.

Investigations of musical training provide a way to study neural plasticity within the domain of music, as well as to study transfer effects to other domains (speech). Previous research has reported anatomical and functional differences between musically trained and non-trained individuals. However, these studies have not addressed several issues, including (1) nature vs nurture, (2) timing of musical training, and (3) the temporal aspect (e.g., rhythm) of musical training rather than the frequency aspect (e.g., pitch). The current study aims to examine of the causal effect of musical training on the sensitivity to temporal information in both music and speech sounds in infancy. In the study, 9-month-old infants were randomly assigned to a 12-session musical training condition vs a control condition (mirroring the design of Kuhl et al., 2003). During training, infants were exposed to uncommon metrical structure in music through social, multimodal, and structured activities while infants played freely in the control condition. After training, infants’ sensitivities to occasional violations in temporal structure were examined, both in music and speech. A traditional oddball paradigm was used and infants’ neural activities were recorded by MEG. Data from pilot participants will be discussed. [Research supported by I-LABS’ Developing Mind Project.]

IntroductionMusical aesthetic emotions often display pleasant characteristics and function as a key reward mechanism in music appreciation. Previous research suggests that temporary mindfulness meditation training can enhance the aesthetic experiences associated with music aesthetic emotion processing (MAEP), fostering richer and more pleasant emotional responses. However, empirical evidence on the relationship between MAEP and mindfulness—particularly with respect to music genre, music training, and newly identified MAEP dimensions—remains limited. Therefore, this study, based on music-trained individuals and Chinese pop music, aims to investigate the effects of a 10-min mindfulness meditation training on MAEP.MethodsA 2 (group: Mindfulness Music Group [MMG] vs. Music Listening Group [MLG]) 3 (music style: R&B/Pop/Folk) mixed experimental design was adopted. Sixty-three Chinese college students with professional music training were randomly assigned to MMG (Male = 15, Female = 16) or MLG (Male = 12, Female = 20). Psychological measures included the Geneva Emotional Music Scale (GEMS), the Five Facet Mindfulness Questionnaire (FFMQ), and the Positive and Negative Affect Schedule (PANAS). Data were analyzed using repeated measures analysis of variance and independent samples t-tests.ResultsSelf-report results indicated no significant between-group differences in PANAS or FFMQ scores (all p > 0.05). Aesthetic attitudes were found to be significantly positively correlated with emotional experiences, suggesting that aesthetic attitudes may represent a novel MAEP dimension. Additionally, temporary mindfulness meditation training significantly improved both aesthetic attitudes and aesthetic judgment scores across all three music styles. However, enhancements in emotional experiences were observed only for Chinese Folk music. Compared with the MLG, the MMG demonstrated greater attention and altered time perception, along with reduced bodily control during music listening.ConclusionThese findings provide new insights into the relationship between mindfulness and MAEP and highlight a potential new dimension—aesthetic attitudes—that may contribute to the psychological mechanisms underlying MAEP.

Although studies of musical emotion often focus on the role of the composer and performer, the communicative process is also influenced by the listener’s musical background or experience. Given the equivocal nature of evidence regarding the effects of musical training, the role of listener expertise in conveyed musical emotion remains opaque. Here we examine emotional responses of musically trained listeners across two experiments using (1) eight measure excerpts, (2) musically resolved excerpts and compare them to responses collected from untrained listeners in Battcock and Schutz (2019). In each experiment 30 participants with six or more years of music training rated perceived emotion for 48 excerpts from Bach’s Well-Tempered Clavier (WTC) using scales of valence and arousal. Models of listener ratings predict more variance in trained vs. untrained listeners across both experiments. More importantly however, we observe a shift in cue weights related to training. Using commonality analysis and Fischer Z score comparisons as well as margin of error calculations, we show that timing and mode affect untrained listeners equally, whereas mode plays a significantly stronger role than timing for trained listeners. This is not to say the emotional messages are less well recognized by untrained listeners—simply that training appears to shift the relative weight of cues used in making evaluations. These results clarify music training’s potential impact on the specific effects of cues in conveying musical emotion.

The potential usefulness of multidimensional scaling techniques in the perceptual analysis of ’’real world’’ underwater sounds was demonstrated. Nineteen observers (nine with musical training, ten without) used a five-point scale to judge the similarity of all possible pairs of eight passive sonar recordings. The eight s signals were selected to represent a range of common natural and man-made underwater sounds. These data were analyzed using the INDSCAL multidimensonal scaling model, revealing an interpretable two-dimensional psychological space. One of the psychological dimensions was interpreted as reflecting the overall shape of the 1/3-octave spectra of the eight signals, while the second was seen to reflect the prominence of a low-frequency periodicity present in some signals. Individual observer analysis revealed substantial differences between the musically trained and musically inexperienced observers in the relative importance or salience of the two dimensions. The relation of these findings to earlier work was discussed.

In 1923 the writer undertook a study of the phenomenal pitch of dyads. Before that date the issue had been clouded by two mutually exclusive sets of resultsthose of Stumpf' and those of Valentine.2 Stumpf held that the pitch of the lower component of a dyad was more dominant than that of the higher component, while Valentine held that it was the pitch of the higher component which was the more dominant. In his earlier paper,3 the writer had attempted to reconcile these conflicting sets of data by showing that while it was highly probable that Stumpf's subjects were musically naive it was definitely known that Valentine's were musically trained. These latter, then, had been trained in melody hunting. This in itself should tend to emphasize the pitch of the upper component of each dyad, or so it seemed to the present writer. In the same paper, data were offered of a clinical sort which appeared to substantiate this theory that one's training may alter one's pitch reactions. The untrained subjects in the experiment reacted in the main as did Stumpf's; those trained in melody hunting as did Valentine's. The writer's clinical data offered in 1923 were assembled from only 10 Ss. As they gave little information concerning the dyad pitch-discrimination of the average person (average in a musical sense) it was thought advisable to conduct similar experiments on a fairly large number of college students. Subjects. The Ss, 276 in number, were drawn at random from classes in psychology. Half (138) were arbitrarily classified as musical, i.e. they had had from 1 to 121/2 years of musical training of some kind (median 2/2 yr.), and half as unmusical, i.e. they had had no musical training or less than a year of training. The Ss, musical and unmusical, served together in groups of 10 to 20. Directions. The following directions were given the Ss.

The musical mismatch negativity in MEG represents the violation of a regularity in a musical sequence. It may be considered as a pre-attentive sensory change detection or as a top-down prediction error signal. Rhythmic and melodic deviations within a musical sequence elicit a stronger mismatch negativity in musically trained subjects than in novices indicating that acquired musical expertise leads to better discrimination accuracy of musical material and better predictions about upcoming musical events. Expectation violations to musical material could therefore recruit neural generators that reflect top-down processes that are based on musical knowledge. To investigate the neural generators of musical deviance detection after musical training with rhythmic material we localized musical mismatch data from a previous MEG study with beamformer analysis. The training material focused on rhythmic progression and the MEG measurements on rhythmic violations. The beamformer analysis revealed neural activation bilaterally within the vicinity of auditory cortices and in the inferior parietal lobule, in an area that has recently been implied in temporal processing. We suggest that the musical training that subjects had received prior to the MEG measurement, has established an internal forward model linking a piano tone with a specific motor movement. This internal forward model might have supported and improved predictions about the timing of upcoming tones. Expectation violations were than presumably processed in the parietal lobule where timing and the motor system are closely linked.

Previous studies have shown that musical instrument training programs of 16 or more weeks improve verbal memory (Logical Memory Test delayed recall), processing speed (Digit Symbol Coding Test), and executive function (Trail Making Test Part B) of musically untrained healthy older adults. However, it is unclear whether shorter-period instrument training can yield similar effects. We sought to (1) verify those results and (2) clarify if intervention effects could be detected using other measures such as reaction time. Healthy older adults (mean age = 73.28 years) were pseudo-randomly assigned to an untrained control group (n = 30) or an intervention group (n = 30) that received a weekly 10-session musical instrument training program (using melodica). We conducted neuropsychological tests on which intervention effects or association with musical training were reported in previous studies. We newly included two reaction time tasks to assess verbal working memory (Sternberg task) and rhythm entrainment (timing task). Intervention effects were determined using a "group × time" analysis of variance (ANOVA). The intervention effects were detected on the reaction time in Sternberg task and phonological verbal fluency. Although intervention effects had been reported on Logical Memory test, Digit Symbol Coding Test and Trail Making Test in previous studies with longer training periods, the present study did not show such effects. Instead, the test-retest practice effect, indicated by significant improvement in the control group, was significant on these tests. The present results indicated the usefulness of working memory assessments (Verbal Fluency Test and Sternberg task) in detecting the effects of short-term melodica training in healthy older adults. The practice effect detected on those three tasks may be due to the shorter interval between pre- and post-intervention assessments and may have obscured intervention effects. Additionally, the findings suggested the requirement for an extended interval between pre- and post-tests to capture rigorous intervention effects, although this should be justified by a manipulation of training period.