No impact of parental singing during the neonatal period on cognition in preterm-born children at 2-3 years.

AIM: Studies examining the long-term effects of neonatal music interventions on the cognition of children born preterm are scarce. We investigated whether a parental singing intervention before term age improves cognitive and language skills in preterm-born children. METHODS: In this longitudinal, two-country Singing Kangaroo, randomised controlled trial, 74 preterm infants were allocated to a singing intervention or control group. A certified music therapist supported parents of 48 infants in the intervention group to sing or hum during daily skin-to-skin care (Kangaroo care) from neonatal care until term age. Parents of 26 infants in the control group conducted standard Kangaroo care. At 2-3 years of corrected age, the cognitive and language skills were assessed with the Bayley Scales of Infant and Toddler Development, Third Edition. RESULTS: There were no significant differences in cognitive and language skills between the intervention and control groups at the follow-up. No associations between the amount of singing and the cognitive and language scores were found. CONCLUSION: Parental singing intervention during the neonatal period, previously shown to have some beneficial short-term effects on auditory cortical response in preterm infants at term age, showed no significant long-term effects on cognition or language at 2-3 years of corrected age.

Auditory deviance detection and involuntary attention allocation in occupational burnout-A follow-up study.

Here, we investigated the central auditory processing and attentional control associated with both recovery and prolongation of occupational burnout. We recorded the event-related brain potentials N1, P2, mismatch negativity (MMN) and P3a to nine changes in speech sounds and to three rarely presented emotional (happy, angry and sad) utterances from individuals with burnout (N = 16) and their matched controls (N = 12). After the 5 years follow-up, one control had acquired burnout, half (N = 8) of the burnout group had recovered, and the other half (prolonged burnout) still had burnout. The processing of acoustical changes in speech sounds was mainly intact. Prolongation of the burnout was associated with a decrease in MMN amplitude and an increase in P3a amplitude for the happy stimulus. The results suggest that, in the absence of interventions, burnout is a persistent condition, associated with alterations of attentional control, that may be amplified with the prolongation of the condition.

Arcuate fasciculus architecture is associated with individual differences in pre-attentive detection of unpredicted music changes.

The mismatch negativity (MMN) is an event related brain potential (ERP) elicited by unpredicted sounds presented in a sequence of repeated auditory stimuli. The neural sources of the MMN have been previously attributed to a fronto-temporo-parietal network which crucially overlaps with the so-called auditory dorsal stream, involving inferior and middle frontal, inferior parietal, and superior and middle temporal regions. These cortical areas are structurally connected by the arcuate fasciculus (AF), a three-branch pathway supporting the feedback-feedforward loop involved in auditory-motor integration, auditory working memory, storage of acoustic templates, as well as comparison and update of those templates. Here, we characterized the individual differences in the white-matter macrostructural properties of the AF and explored their link to the electrophysiological marker of passive change detection gathered in a melodic multifeature MMN-EEG paradigm in 26 healthy young adults without musical training. Our results show that left fronto-temporal white-matter connectivity plays an important role in the pre-attentive detection of rhythm modulations within a melody. Previous studies have shown that this AF segment is also critical for language processing and learning. This strong coupling between structure and function in auditory change detection might be related to life-time linguistic (and possibly musical) exposure and experiences, as well as to timing processing specialization of the left auditory cortex. To the best of our knowledge, this is the first time in which the relationship between neurophysiological (EEG) and brain white-matter connectivity indexes using DTI-tractography are studied together. Thus, the present results, although still exploratory, add to the existing evidence on the importance of studying the constraints imposed on cognitive functions by the underlying structural connectivity.

Exploring Frequency-Dependent Brain Networks from Ongoing EEG Using Spatial ICA During Music Listening.

Recently, exploring brain activity based on functional networks during naturalistic stimuli especially music and video represents an attractive challenge because of the low signal-to-noise ratio in collected brain data. Although most efforts focusing on exploring the listening brain have been made through functional magnetic resonance imaging (fMRI), sensor-level electro- or magnetoencephalography (EEG/MEG) technique, little is known about how neural rhythms are involved in the brain network activity under naturalistic stimuli. This study exploited cortical oscillations through analysis of ongoing EEG and musical feature during freely listening to music. We used a data-driven method that combined music information retrieval with spatial Fourier Independent Components Analysis (spatial Fourier-ICA) to probe the interplay between the spatial profiles and the spectral patterns of the brain network emerging from music listening. Correlation analysis was performed between time courses of brain networks extracted from EEG data and musical feature time series extracted from music stimuli to derive the musical feature related oscillatory patterns in the listening brain. We found brain networks of musical feature processing were frequency-dependent. Musical feature time series, especially fluctuation centroid and key feature, were associated with an increased beta activation in the bilateral superior temporal gyrus. An increased alpha oscillation in the bilateral occipital cortex emerged during music listening, which was consistent with alpha functional suppression hypothesis in task-irrelevant regions. We also observed an increased delta-beta oscillatory activity in the prefrontal cortex associated with musical feature processing. In addition to these findings, the proposed method seems valuable for characterizing the large-scale frequency-dependent brain activity engaged in musical feature processing.

Prenatal exposure to antiepileptic drugs and early processing of emotionally relevant sounds.

INTRODUCTION: Prenatal exposure to antiepileptic drugs (AEDs) is associated with developmental compromises in verbal intelligence and social skills in childhood. Our aim was to evaluate whether a multifeature Mismatch Negativity (MMN) paradigm assessing semantic and emotional components of linguistic and emotional processing would be useful to detect possible alterations in early auditory processing of newborns with prenatal AED exposure. MATERIAL AND METHODS: Data on AED exposure, pregnancy outcome, neuropsychological evaluation of the mothers, information on maternal epilepsy type, and a structured neurological examination of the newborn were collected prospectively. Blinded to AED exposure, we compared a cohort of 36 AED-exposed with 46 control newborns at the age of two weeks by measuring MMN with a multifeature paradigm with six linguistically relevant deviant sounds and three emotionally uttered sounds. RESULTS: Frontal responses for the emotionally uttered stimulus Happy differed significantly in the exposed newborns compared with the control newborns. In addition, responses to sounds with or without emotional component differed in newborns exposed to multiple AEDs compared with control newborns or to newborns exposed to only one AED. CONCLUSIONS: These preliminary findings suggest that prenatal AED exposure may alter early processing of emotionally and linguistically relevant sound information.

Predictive coding accelerates word recognition and learning in the early stages of language development.

The ability to predict future events in the environment and learn from them is a fundamental component of adaptive behavior across species. Here we propose that inferring predictions facilitates speech processing and word learning in the early stages of language development. Twelve- and 24-month olds' electrophysiological brain responses to heard syllables are faster and more robust when the preceding word context predicts the ending of a familiar word. For unfamiliar, novel word forms, however, word-expectancy violation generates a prediction error response, the strength of which significantly correlates with children's vocabulary scores at 12 months. These results suggest that predictive coding may accelerate word recognition and support early learning of novel words, including not only the learning of heard word forms but also their mapping to meanings. Prediction error may mediate learning via attention, since infants' attention allocation to the entire learning situation in natural environments could account for the link between prediction error and the understanding of word meanings. On the whole, the present results on predictive coding support the view that principles of brain function reported across domains in humans and non-human animals apply to language and its development in the infant brain. A video abstract of this article can be viewed at: http://hy.fi/unitube/video/e1cbb495-41d8-462e-8660-0864a1abd02c. [Correction added on 27 January 2017, after first online publication: The video abstract link was added.].

Cognitive flexibility modulates maturation and music-training-related changes in neural sound discrimination.

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 9-11 years and 13-15 years. 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.

Two distinct auditory-motor circuits for monitoring speech production as revealed by content-specific suppression of auditory cortex.

Speech production, both overt and covert, down-regulates the activation of auditory cortex. This is thought to be due to forward prediction of the sensory consequences of speech, contributing to a feedback control mechanism for speech production. Critically, however, these regulatory effects should be specific to speech content to enable accurate speech monitoring. To determine the extent to which such forward prediction is content-specific, we recorded the brain's neuromagnetic responses to heard multisyllabic pseudowords during covert rehearsal in working memory, contrasted with a control task. The cortical auditory processing of target syllables was significantly suppressed during rehearsal compared with control, but only when they matched the rehearsed items. This critical specificity to speech content enables accurate speech monitoring by forward prediction, as proposed by current models of speech production. The one-to-one phonological motor-to-auditory mappings also appear to serve the maintenance of information in phonological working memory. Further findings of right-hemispheric suppression in the case of whole-item matches and left-hemispheric enhancement for last-syllable mismatches suggest that speech production is monitored by 2 auditory-motor circuits operating on different timescales: Finer grain in the left versus coarser grain in the right hemisphere. Taken together, our findings provide hemisphere-specific evidence of the interface between inner and heard speech.

Learning-induced neural plasticity of speech processing before birth.

Learning, the foundation of adaptive and intelligent behavior, is based on plastic changes in neural assemblies, reflected by the modulation of electric brain responses. In infancy, auditory learning implicates the formation and strengthening of neural long-term memory traces, improving discrimination skills, in particular those forming the prerequisites for speech perception and understanding. Although previous behavioral observations show that newborns react differentially to unfamiliar sounds vs. familiar sound material that they were exposed to as fetuses, the neural basis of fetal learning has not thus far been investigated. Here we demonstrate direct neural correlates of human fetal learning of speech-like auditory stimuli. We presented variants of words to fetuses; unlike infants with no exposure to these stimuli, the exposed fetuses showed enhanced brain activity (mismatch responses) in response to pitch changes for the trained variants after birth. Furthermore, a significant correlation existed between the amount of prenatal exposure and brain activity, with greater activity being associated with a higher amount of prenatal speech exposure. Moreover, the learning effect was generalized to other types of similar speech sounds not included in the training material. Consequently, our results indicate neural commitment specifically tuned to the speech features heard before birth and their memory representations.

Auditory event-related potentials are related to cognition at preschool age after very preterm birth.

BACKGROUND: Auditory event-related potentials (AERP) are neurophysiological correlates of sound perception and cognitive processes. Our aim was to study in very preterm born children at preschool age if AERP correlate with cognitive outcome. METHODS: Seventy children (mean ± SD gestational age 27.4 ± 1.9 wk, birth weight 996 ± 288 g) were investigated at age 4.3-5.3 y with psychological testing (WPPSI-R, four subtests of NEPSY). Electroencephalogram was recorded while they listened to a repeated standard tone, randomly replaced by one of three deviants. Latencies and amplitudes for AERP components and mean amplitudes in successive 50-ms AERP time windows were measured. RESULTS: Better cognitive test results and higher gestational age correlated with shorter P1 latencies and more positive mean amplitudes 150-500 ms after stimulus change onset. Neonatal brain damage was associated with a negative displacement of AERP curves. Neonatal morbidity had an impact on earlier time windows while gestational age and brain damage on both early and later time windows. CONCLUSION: AERP measures were associated with cognitive outcome. Neonatal morbidity mainly affects early cortical auditory encoding, while immaturity and brain damage additionally influence higher cortical functions of auditory perception and distraction. Perinatal auditory environment might play a role in development of auditory processing.

Investigating the effects of musical training on functional brain development with a novel Melodic MMN paradigm.

Sensitivity to changes in various musical features was investigated by recording the mismatch negativity (MMN) auditory event-related potential (ERP) in musically trained and nontrained children semi-longitudinally at the ages of 9, 11, and 13 years. The responses were recorded using a novel Melodic multi-feature paradigm which allows fast (<15 min) recording of an MMN profile for changes in melody, rhythm, musical key, timbre, tuning and timing. When compared to the nontrained children, the musically trained children displayed enlarged MMNs for the melody modulations by the age 13 and for the rhythm modulations, timbre deviants and slightly mistuned tones already at the age of 11. Also, a positive mismatch response elicited by delayed tones was larger in amplitude in the musically trained than in the nontrained children at age 13. No group differences were found at the age 9 suggesting that the later enhancement of the MMN in the musically trained children resulted from training and not pre-existing difference between the groups. The current study demonstrates the applicability of the Melodic multi-feature paradigm in school-aged children and indicates that musical training enhances auditory discrimination for musically central sound dimensions in pre-adolescence.

Enhanced development of auditory change detection in musically trained school-aged children: a longitudinal event-related potential study.

Adult musicians show superior auditory discrimination skills when compared to non-musicians. The enhanced auditory skills of musicians are reflected in the augmented amplitudes of their auditory event-related potential (ERP) responses. In the current study, we investigated longitudinally the development of auditory discrimination skills in musically trained and nontrained individuals. To this end, we recorded the mismatch negativity (MMN) and P3a responses from children who play a musical instrument and age-matched children with no musical training at ages 7, 9, 11, and 13. Basic auditory processing was investigated by recording ERPs in the Multi-Feature Paradigm that included frequency, duration, intensity, location, and gap deviants. The detection of musically more relevant sound changes was examined in an oddball paradigm with major chords as standards and minor chords as deviants. The musically trained children showed larger increase in MMN and P3a amplitudes with age for the chord deviants than the control children. There was also a strong trend (p = .054) for larger increase in MMN amplitude in the musically trained children for the location deviant. As no group differences in response amplitudes were evident at the early stages of the training, our results suggest that the superior neural auditory discrimination in adult musicians is due to training and not pre-existing differences between musicians and non-musicians.

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

OBJECTIVE: To study prosodic perception in early-implanted children in relation to auditory discrimination, auditory working memory, and exposure to music. DESIGN: Word and sentence stress perception, discrimination of fundamental frequency (F0), intensity and duration, and forward digit span were measured twice over approximately 16 months. Musical activities were assessed by questionnaire. STUDY SAMPLE: Twenty-one early-implanted and age-matched normal-hearing (NH) children (4-13 years). RESULTS: Children with cochlear implants (CIs) exposed to music performed better than others in stress perception and F0 discrimination. Only this subgroup of implanted children improved with age in word stress perception, intensity discrimination, and improved over time in digit span. Prosodic perception, F0 discrimination and forward digit span in implanted children exposed to music was equivalent to the NH group, but other implanted children performed more poorly. For children with CIs, word stress perception was linked to digit span and intensity discrimination: sentence stress perception was additionally linked to F0 discrimination. CONCLUSIONS: 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.

Changes in physiological arousal during an arithmetic task: profiles of elementary school students and their associations with mindset, task performance and math grade.

Task-related change in physiological arousal is suggested to reflect active involvement with the task. While studies often examine such task-related changes in arousal as averaged across the entire task, the present study focused on temporal changes in arousal during a task. More specifically, we investigated changes in elementary school students' physiological arousal during an arithmetic task and associations between these changes and students' mindset, performance on the task, and math grades. We used a person-oriented approach to analyze the tonic electrodermal activity of 86 fourth graders, recorded while they were working on an arithmetic task. With model-based clustering of students' on-task electrodermal activity, we identified three groups of students with differing temporal dynamics of physiological arousal during the task: Increasing Arousal, Decreasing Arousal and Decreasing and Increasing Arousal. The Decreasing Arousal profile contained more students classified as holding a Fixed Mindset Tendency than would be expected if physiological profile membership and mindset tendency were independent. The Increasing Arousal profile performed better on the task than the Decreasing Arousal profile. No association was found with math grades. These results provide a new insight into individual differences in temporal patterns of on-task physiological arousal.

Maternal occupational noise exposure during pregnancy and children's early language acquisition.

INTRODUCTION: Noise exposure during pregnancy may affect a child's auditory system, which may disturb fetal learning and language development. We examined the impact of occupational noise exposure during pregnancy on children's language acquisition at the age of one. METHODS: A cohort study was conducted among women working in the food industry, as kindergarten teachers, musicians, dental nurses, or pharmacists who had a child aged <1 year. The analyses covered 408 mother-child pairs. Language acquisition was measured using the Infant-Toddler Checklist. An occupational hygienist assessed noise exposure individually as no (N = 180), low (70-78 dB; N = 108) or moderate/high exposure (>79 dB; N = 120). RESULTS: Among the boys, the adjusted mean differences in language acquisition scores were -0.4 (95% CI -2.5, 1.8) for low, and -0.7 (95% CI -2.9, 1.4) for moderate/high exposure compared to no exposure. Among the girls the respective scores were +0.1 (95% CI -2.2, 2.5) and -0.1 (95% CI -2.3, 2.2). Among the children of kindergarten teachers, who were mainly exposed to human noise, low or moderate exposure was associated with lower language acquisition scores. The adjusted mean differences were -3.8 (95% CI -7.2, -0.4) for low and -4.9 (95% CI -8.6, -1.2) for moderate exposure. CONCLUSIONS: In general, we did not detect an association between maternal noise exposure and children's language acquisition among one-year-old children. However, the children of kindergarten teachers exposed to human noise had lower language acquisition scores than the children of the non-exposed participants. These suggestive findings merit further investigation by level and type of exposure.

Breakfast high in whey protein or carbohydrates improves coping with workload in healthy subjects.

Dietary components may affect brain function and influence behaviour by inducing the synthesis of neurotransmitters. The aim of the present study was to examine the influence of consumption of a whey protein-containing breakfast drink v. a carbohydrate drink v. control on subjective and physiological responses to mental workload in simulated work. In a randomised cross-over design, ten healthy subjects (seven women, median age 26 years, median BMI 23 kg/m(2)) participated in a single-blinded, placebo-controlled study. The subjects performed demanding work-like tasks after having a breakfast drink high in protein (HP) or high in carbohydrate (HC) or a control drink on separate sessions. Subjective states were assessed using the NASA Task Load Index (NASA-TLX), the Karolinska sleepiness scale (KSS) and the modified Profile of Mood States. Heart rate was recorded during task performance. The ratio of plasma tryptophan (Trp) to the sum of the other large neutral amino acids (LNAA) and salivary cortisol were also analysed. The plasma Trp:LNAA ratio was 30 % higher after the test drinks HP (median 0·13 (µmol/l)/(µmol/l)) and HC (median 0·13 (µmol/l)/(µmol/l)) than after the control drink (median 0·10 (µmol/l)/(µmol/l)). The increase in heart rate was smaller after the HP (median 2·7 beats/min) and HC (median 1·9 beats/min) drinks when compared with the control drink (median 7·2 beats/min) during task performance. Subjective sleepiness was reduced more after the HC drink (median KSS - 1·5) than after the control drink (median KSS - 0·5). There were no significant differences between the breakfast types in the NASA-TLX index, cortisol levels or task performance. We conclude that a breakfast drink high in whey protein or carbohydrates may improve coping with mental tasks in healthy subjects.

Development of associations between elementary school students' mindsets and attentional neural processing of feedback in an arithmetic task.

The aim of this study was to examine the development of the associations between elementary school students' mindsets and the attentional neural processing of positive and negative feedback in math. For this, we analyzed data collected twice from 100 Finnish elementary school students. During the autumn semesters of their 3rd and 4th grade, the participants' general intelligence mindset and math ability mindset were measured with a questionnaire, and their brain responses elicited by performance-relevant feedback were recorded during an arithmetic task. We found that students' fixed mindsets about general intelligence and math ability were associated with greater attention allocated to positive feedback as indicated by a larger P300. These associations were driven by the effects of mindsets on attention allocation to positive feedback in grade 4. Additionally, 4th graders' more fixed general intelligence mindset was marginally associated with greater attention allocated to negative feedback. In addition, the effects of both mindsets on attention allocation to feedback were marginally stronger when the children were older. The present results, although marginal in the case of negative feedback and mainly driven by effects in grade 4, are possibly a reflection of the greater self-relevance of feedback stimuli for students with a more fixed mindset. It is also possible that these findings reflect the fact that, in evaluative situations, mindset could influence stimulus processing in general. The marginal increase in the effects of mindsets as children mature may reflect the development of coherent mindset meaning systems during elementary school years.

Implicit segmentation of a stream of syllables based on transitional probabilities: an MEG study.

Statistical segmentation of continuous speech, i.e., the ability to utilise transitional probabilities between syllables in order to detect word boundaries, is reflected in the brain's auditory event-related potentials (ERPs). The N1 and N400 ERP components are typically enhanced for word onsets compared to random syllables during active listening. We used magnetoencephalography (MEG) to record event-related fields (ERFs) simultaneously with ERPs to syllables in a continuous sequence consisting of ten repeating tri-syllabic pseudowords and unexpected syllables presented between these pseudowords. We found the responses to differ between the syllables within the pseudowords and between the expected and unexpected syllables, reflecting an implicit process extracting the statistical characteristics of the sequence and monitoring for unexpected syllables.

Musical perceptual skills, but not neural auditory processing, are associated with better reading ability in childhood.

Musical activities have been suggested to be beneficial for language development in childhood. Randomised controlled trials using music have indicated that musical interventions can be used to support language skills in children with developmental language difficulties. However, it is not entirely clear how beneficial music activities are for normally developing children or how the effects mediated via music are transmitted. To investigate these questions, the present study used structural equation models to assess how musical training, perceptual musical skills, and auditory processing in the brain are associated with reading proficiency and each other. Perceptual musical skills were assessed using musicality tests while auditory processing in the brain was measured using mismatch negativity responses to pitch, duration, and phoneme length contrasts. Our participants were a community sample of 64 8-11-year-old typically developing children with and without musical training, recruited from four classes in four elementary schools in Finland. Approximately half of children had music as a hobby. Our results suggest that performance in tests of musical perceptual skills is directly linked with reading proficiency instead of being mediated via auditory processing in the brain. Auditory processing in the brain in itself seems not to be strongly linked with reading proficiency in these children. Our results support the view that musical perceptual skills are associated with reading skills regardless of musical training.

Auditory Processing of the Brain Is Enhanced by Parental Singing for Preterm Infants.

As the human auditory system is highly malleable in infancy, perinatal risk factors, such as preterm birth, may affect auditory development. In comparison to healthy full-term infants, preterm infants show abnormal auditory brain responses at term age, which may have long-term detrimental outcomes. To achieve an optimal neonatal care environment for preterm-born infants, many early interventions have been developed. Musical interventions developed for neonatal intensive care units (NICUs) have shown beneficial effects on vital functions and weight gain of preterm infants and might also influence basic auditory processing and thereby enhance outcomes. In the present study, we tested the effect of parental singing during kangaroo care on auditory processing of standardized audio stimuli. Preterm infants (born between 24 and 32 weeks of gestation) were randomized to singing intervention (n = 13) or control (n = 8) groups. The auditory processing was tested using two audio paradigms assessed with magnetoencephalography (MEG) at term corresponding age. To verify that the paradigms elicit responses in MEG, we studied 12 healthy full-term infants. In the singing intervention group, parents were instructed by a music therapist twice a week for 4 weeks to sing or hum during kangaroo care in an infant-directed way. The control group received standard kangaroo care. The results show that the infants in the singing intervention group show larger neural responses than those in the control group when controlling for the total amount of singing during kangaroo care. Our findings suggest that incorporating singing into kangaroo care may be beneficial for preterm infants, but the effect may not be due to exposure to singing but instead positive parenting, improved parental self-esteem and improved caregiver sensitivity.