Effects of individual practice on joint musical synchronization.

Successful music-making requires precise sensorimotor synchronization, both in individual (solo) and joint (ensemble) social settings. We investigated how individual practice synchronizing with a temporally regular melody (Solo conditions) influences subsequent synchronization between two partners (Joint conditions). Musically trained adults practiced producing a melody by tapping on a keypad; each tap generated the next tone in the melody. First, the pairs synchronized their melody productions with their partner in a baseline Joint synchronization task. Then each partner separately synchronized their melody with a computer-generated recording of the partner's melody in a Solo intervention condition that presented either Normal (temporally regular) auditory feedback or delayed feedback (by 30-70 ms) in occasional (25%) randomly placed tone positions. Then the pairs synchronized again with their partner in a Joint condition. Next, they performed the second Solo condition (normal or delayed auditory feedback) followed again by the Joint condition. Joint synchronization performance was modeled with a delay-coupled oscillator model to assess the coupling strength between partners. Absolute asynchronies in the Solo Intervention tasks were greater in the Delayed feedback condition than in the Normal feedback condition. Model estimates yielded larger coupling values between partners in Joint conditions that followed the Solo Normal feedback than the Solo Delayed feedback. Notably, the asynchronies were smaller in the Joint conditions than in the Solo conditions. These findings indicate that coupled interactions in settings of two or more performers can be improved by individual synchronization practice.

Duet synchronization interventions affect social interactions.

Humans' complex behavior, such as speech, music, or dance, requires us to coordinate our actions with external sounds as well as with social partners. The presence of a partner can influence individuals' synchronization, and, in turn, social connection with the partner may depend on the degree of synchronization. We manipulated the synchronization quality in intervention conditions to address the causal relationship between observed temporal synchrony and perceived social interaction. Pairs of musician and nonmusician participants first performed a turn-taking task consisting of alternating which partner tapped their melody in synchrony with a metronome (each tap generated the next tone in the melody). In two intervention conditions, participants attempted to synchronize their melodies simultaneously with their partner, either with normal auditory feedback (normal feedback) or randomly placed delayed feedback on 25% of melodic tones (delayed feedback). After each intervention, the turn-taking condition was repeated, and participants completed a questionnaire about connectedness, relationship, and feeling of synchronization with their partner. Results showed that partners' mean asynchronies were more negative following the delayed feedback intervention. In addition, nonmusician partners' tapping variability was larger following the delayed feedback intervention when they had the delayed feedback intervention first. Ratings of connectedness, relationship, and feeling of synchronization with their partner were reduced for all participants after the delayed feedback Intervention. We modeled participants' synchronization performance in the post-intervention turn-taking conditions using delay-coupling oscillator models. Reductions in synchronization performance after delayed feedback intervention were reflected in reduced coupling strength. These findings suggest that turn-taking synchronization performance and social connectedness are altered following short interventions that disrupt synchronization with a partner.

Unravelling individual rhythmic abilities using machine learning.

Humans can easily extract the rhythm of a complex sound, like music, and move to its regular beat, like in dance. These abilities are modulated by musical training and vary significantly in untrained individuals. The causes of this variability are multidimensional and typically hard to grasp in single tasks. To date we lack a comprehensive model capturing the rhythmic fingerprints of both musicians and non-musicians. Here we harnessed machine learning to extract a parsimonious model of rhythmic abilities, based on behavioral testing (with perceptual and motor tasks) of individuals with and without formal musical training (n = 79). We demonstrate that variability in rhythmic abilities and their link with formal and informal music experience can be successfully captured by profiles including a minimal set of behavioral measures. These findings highlight that machine learning techniques can be employed successfully to distill profiles of rhythmic abilities, and ultimately shed light on individual variability and its relationship with both formal musical training and informal musical experiences.

Social Interaction and Rate Effects in Models of Musical Synchronization.

Important individual differences are observed in people's abilities to synchronize their body movements with regular auditory rhythms. We investigate whether synchronizing with a regular auditory cue is affected by each person's spontaneous production rate (SPR) and by hearing a partner's synchronization in a social context. Musically trained and untrained participants synchronized their tapping with an auditory cue presented at different rates (their own SPR or their partner's SPR) and in a Solo or Joint (turn-taking) condition. Linear and nonlinear oscillator models were fit to participants' mean asynchronies (signed timing differences between the cued onsets and taps). In Joint turn-taking, participants' synchrony was increased when the auditory signal was cued at the participant's own SPR, compared with their partner's SPR; in contrast, synchronization did not differ across rates in the Solo condition. Asynchronies in the Joint task became larger as the difference between partners' spontaneous rates increased; the increased asynchronies were driven by the faster partner who did not slow down to match the rate of their slower partner. Nonlinear delay-coupled models (with time delay, coupling strength, and intrinsic frequency) outperformed linear models (intrinsic frequency only) in accounting for tappers' synchronization adjustments. The nonlinear model's coupling value increased for musically trained participants, relative to untrained participants. Overall, these findings suggest that both intrinsic differences in partners' spontaneous rates and the social turn-taking context contribute to the range of synchrony in the general population. Delay-coupled models are capable of capturing the wide range of individual differences in auditory-motor synchronization.

At-Home Training With a Rhythmic Video Game for Improving Orofacial, Manual, and Gait Abilities in Parkinson's Disease: A Pilot Study.

Rhythm disorders are consistently reported in Parkinson's disease (PD). They manifest across motor domains, such as in orofacial (oral diadochokinesis), manual (finger tapping), and gait tasks. It is still unclear, however, whether these disorders are domain- and task-specific, or result from impaired common mechanisms supporting rhythm processing (general dysrhythmia). We tested the possibility that an at-home intervention delivered via a rhythmic video game on tablet improves motor performance across motor domains in PD. Patients with PD (n = 12) played at home a rhythmic video game (Rhythm Workers) on tablet, in which they finger-tapped to the beat of music, for 6 weeks. A control group (n = 11) played an active non-rhythmic video game (Tetris). A third group (n = 10) did not receive any intervention. We measured rhythmic abilities in orofacial, manual and gait motor domains, as well as rhythm perception, before and after the intervention. Patients who performed the rhythmic training improved their orofacial and manual rhythmic performance. This beneficial effect was linked to improved rhythm perception only following the rhythmic training period. We did not observe any improvement in rhythmic abilities in the other two groups. In this pilot study, we demonstrated that at-home intervention with a rhythmic video game using finger tapping can have beneficial effects on motor performance across different motor domains (manual and orofacial). This finding provides evidence of a general dysrhythmia in PD and paves the way to technology-driven interventions aiming at alleviating rhythm-related motor deficits in PD.

Rhythm as an independent determinant of developmental dyslexia.

Temporal accounts of Developmental Dyslexia (DD) postulate that a timing impairment plays an important role in this learning disorder. However, DD has been associated with timing disorders as well as other motor and cognitive dysfunctions. It is still unclear whether nonverbal timing skills per se may be considered as independent determinants of DD. In this study, we investigated the independent contribution of predictive timing to DD above and beyond the motor and cognitive dysfunctions typically associated with this disorder. Twenty-one children with DD (aged 8-12, nine females) and 27 controls (14 females) were evaluated on perceptual timing, finger tapping, fine motor control, as well as attention and executive tasks. Participants were native French speakers from various socioeconomic backgrounds. The performance of children with DD was poorer than that of controls in most of the tasks. Predictors of DD, as identified by logistic regression modeling, were beat perception and precision in tapping to the beat, which are both predictive timing variables, children's tapping rate, and cognitive flexibility. These data support temporal accounts of DD in which predictive timing impairments partially explain the core phonological deficit, independent from general motor and cognitive functioning, making predictive timing a valuable tool for early diagnosis and remediation of DD. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Dance Improves Motor, Cognitive, and Social Skills in Children With Developmental Cerebellar Anomalies.

In this multiple single-cases study, we used dance to train sensorimotor synchronization (SMS), motor, and cognitive functions in children with developmental cerebellar anomalies (DCA). DCA are rare dysfunctions of the cerebellum that affect motor and cognitive skills. The cerebellum plays an important role in temporal cognition, including SMS, which is critical for motor and cognitive development. Dancing engages the SMS neuronal circuitry, composed of the cerebellum, the basal ganglia, and the motor cortices. Thus, we hypothesized that dance has a beneficial effect on SMS skills and associated motor and cognitive functions in children with DCA. Seven children (aged 7-11) with DCA participated in a 2-month dance training protocol (3 h/week). A test-retest design protocol with multiple baselines was used to assess children's SMS skills as well as motor, cognitive, and social abilities. SMS skills were impaired in DCA before the training. The training led to improvements in SMS (reduced variability in paced tapping), balance, and executive functioning (cognitive flexibility), as well as in social skills (social cognition). The beneficial effects of the dance training were visible in all participants. Notably, gains were maintained 2 months after the intervention. These effects are likely to be sustained by enhanced activity in SMS brain networks due to the dance training protocol.

Heightened orofacial, manual, and gait variability in Parkinson's disease results from a general rhythmic impairment.

Individuals with Parkinson's disease (PD) experience rhythm disorders in a number of motor tasks, such as (i) oral diadochokinesis, (ii) finger tapping, and (iii) gait. These common motor deficits may be signs of "general dysrhythmia", a central disorder spanning across effectors and tasks, and potentially sharing the same neural substrate. However, to date, little is known about the relationship between rhythm impairments across domains and effectors. To test this hypothesis, we assessed whether rhythmic disturbances in three different domains (i.e., orofacial, manual, and gait) can be related in PD. Moreover, we investigated whether rhythmic motor performance across these domains can be predicted by rhythm perception, a measure of central rhythmic processing not confounded with motor output. Twenty-two PD patients (mean age: 69.5 ± 5.44) participated in the study. They underwent neurological and neuropsychological assessments, and they performed three rhythmic motor tasks. For oral diadochokinesia, participants had to repeatedly produce a trisyllable pseudoword. For gait, they walked along a computerized walkway. For the manual task, patients had to repeatedly produce finger taps. The first two rhythmic motor tasks were unpaced, and the manual tapping task was performed both without a pacing stimulus and musically paced. Rhythm perception was also tested. We observed that rhythmic variability of motor performances (inter-syllable, inter-tap, and inter-stride time error) was related between the three functions. Moreover, rhythmic performance was predicted by rhythm perception abilities, as demonstrated with a logistic regression model. Hence, rhythm impairments in different motor domains are found to be related in PD and may be underpinned by a common impaired central rhythm mechanism, revealed by a deficit in rhythm perception. These results may provide a novel perspective on how interpret the effects of rhythm-based interventions in PD, within and across motor domains.

Home-based training of rhythmic skills with a serious game in Parkinson's disease: Usability and acceptability.

OBJECTIVES: To evaluate the adherence, usability and acceptance of a rehabilitation protocol with a music-based serious game (SG) and its effect on rhythmic skills in Parkinson disease (PD). METHODS: Sixteen PD patients with mild cognitive and motor impairments were included (mean [SD] age 65 [7.28] years and Hoehn & Yahr score 2-3). Rehabilitation consisted of a 6-week at-home training program targeting rhythmic skills with a dedicated SG, Rhythm Workers, implemented on a tablet device. Patients were asked to play the game at least 30min, 3 times a week. Two half-day evaluations were conducted before and after rehabilitation. Time played and average game scores were recorded. Suitability was evaluated by a questionnaire inspired by the Suitability Evaluation Questionnaire (SEQ) and rhythmic skills by the Beat Alignment Test from the Battery for the Assessment of Auditory Sensorimotor and Timing Abilities (BAASTA). RESULTS: Patients played a mean (SD) of 313 (243) min, namely 57.9% of the expected time; the mean game score was 48.8/100 (19.5). The mean SEQ score for 12 patients was 29.2/45 (8.2); suitability was good to excellent for 10 patients. Beat perception reflecting rhythmic skills improved significantly in all but 5 patients. CONCLUSION: This study showed good to excellent suitability of an SG used on a tablet interface for rhythmic training in PD and the feasibility of this type of training in this population.

Test-retest reliability of the Battery for the Assessment of Auditory Sensorimotor and Timing Abilities (BAASTA).

Perceptual and sensorimotor timing skills can be thoroughly assessed with the Battery for the Assessment of Auditory Sensorimotor and Timing Abilities (BAASTA). The battery has been used for testing rhythmic skills in healthy adults and patient populations (e.g., with Parkinson disease), showing sensitivity to timing and rhythm deficits. Here we assessed the test-retest reliability of the BAASTA in 20 healthy adults. Participants were tested twice with the BAASTA, implemented on a tablet interface, with a 2-week interval. They completed 4 perceptual tasks, namely, duration discrimination, anisochrony detection with tones and music, and the Beat Alignment Test (BAT). Moreover, they completed motor tasks via finger tapping, including unpaced and paced tapping with tones and music, synchronization-continuation, and adaptive tapping to a sequence with a tempo change. Despite high variability among individuals, the results showed good test-retest reliability in most tasks. A slight but significant improvement from test to retest was found in tapping with music, which may reflect a learning effect. In general, the BAASTA was found a reliable tool for evaluating timing and rhythm skills.

Children and adults with Attention-Deficit/Hyperactivity Disorder cannot move to the beat.

Children and adults with Attention-Deficit Hyperactivity Disorder (ADHD) fail in simple tasks like telling whether two sounds have different durations, or in reproducing single durations. The deficit is linked to poor reading, attention, and language skills. Here we demonstrate that these timing distortions emerge also when tracking the beat of rhythmic sounds in perceptual and sensorimotor tasks. This contrasts with the common observation that durations are better perceived and produced when embedded in rhythmic stimuli. Children and adults with ADHD struggled when moving to the beat of rhythmic sounds, and when detecting deviations from the beat. Our findings point to failure in generating an internal beat in ADHD while listening to rhythmic sounds, a function typically associated with the basal ganglia. Rhythm-based interventions aimed at reinstating or compensating this malfunctioning circuitry may be particularly valuable in ADHD, as already shown for other neurodevelopmental disorders, such as dyslexia and Specific Language Impairment.

Music Games: Potential Application and Considerations for Rhythmic Training.

Rhythmic skills are natural and widespread in the general population. The majority can track the beat of music and move along with it. These abilities are meaningful from a cognitive standpoint given their tight links with prominent motor and cognitive functions such as language and memory. When rhythmic skills are challenged by brain damage or neurodevelopmental disorders, remediation strategies based on rhythm can be considered. For example, rhythmic training can be used to improve motor performance (e.g., gait) as well as cognitive and language skills. Here, we review the games readily available in the market and assess whether they are well-suited for rhythmic training. Games that train rhythm skills may serve as useful tools for retraining motor and cognitive functions in patients with motor or neurodevelopmental disorders (e.g., Parkinson's disease, dyslexia, or ADHD). Our criteria were the peripheral used to capture and record the response, the type of response and the output measure. None of the existing games provides sufficient temporal precision in stimulus presentation and/or data acquisition. In addition, games do not train selectively rhythmic skills. Hence, the available music games, in their present form, are not satisfying for training rhythmic skills. Yet, some features such as the device used, the interface or the game scenario provide good indications for devising efficient training protocols. Guidelines are provided for devising serious music games targeting rhythmic training in the future.

"Lost in time" but still moving to the beat.

Motor synchronization to the beat of an auditory sequence (e.g., a metronome or music) is widespread in humans. However, some individuals show poor synchronization and impoverished beat perception. This condition, termed "beat deafness", has been linked to a perceptual deficit in beat tracking. Here we present single-case evidence (L.A. and L.C.) that poor beat tracking does not have to entail poor synchronization. In a first Experiment, L.A., L.C., and a third case (L.V.) were submitted to the Battery for The Assessment of Auditory Sensorimotor and Timing Abilities (BAASTA), which includes both perceptual and sensorimotor tasks. Compared to a control group, L.A. and L.C. performed poorly on rhythm perception tasks, such as detecting time shifts in a regular sequence, or estimating whether a metronome is aligned to the beat of the music or not. Yet, they could tap to the beat of the same stimuli. L.V. showed impairments in both beat perception and tapping. In a second Experiment, we tested whether L.A., L.C., and L.V.'s perceptual deficits extend to an implicit timing task, in which they had to respond as fast as possible to a different target pitch after a sequence of standard tones. The three beat-deaf participants benefited similarly to controls from a regular temporal pattern in detecting the pitch target. The fact that synchronization to a beat can occur in the presence of poor perception shows that perception and action can dissociate in explicit timing tasks. Beat tracking afforded by implicit timing mechanisms is likely to support spared synchronization to the beat in some beat-deaf participants. This finding suggests that separate pathways may subserve beat perception depending on the explicit/implicit nature of a task in a sample of beat-deaf participants.

BAASTA: Battery for the Assessment of Auditory Sensorimotor and Timing Abilities.

The Battery for the Assessment of Auditory Sensorimotor and Timing Abilities (BAASTA) is a new tool for the systematic assessment of perceptual and sensorimotor timing skills. It spans a broad range of timing skills aimed at differentiating individual timing profiles. BAASTA consists of sensitive time perception and production tasks. Perceptual tasks include duration discrimination, anisochrony detection (with tones and music), and a version of the Beat Alignment Task. Perceptual thresholds for duration discrimination and anisochrony detection are estimated with a maximum likelihood procedure (MLP) algorithm. Production tasks use finger tapping and include unpaced and paced tapping (with tones and music), synchronization-continuation, and adaptive tapping to a sequence with a tempo change. BAASTA was tested in a proof-of-concept study with 20 non-musicians (Experiment 1). To validate the results of the MLP procedure, less widespread than standard staircase methods, three perceptual tasks of the battery (duration discrimination, anisochrony detection with tones, and with music) were further tested in a second group of non-musicians using 2 down / 1 up and 3 down / 1 up staircase paradigms (n = 24) (Experiment 2). The results show that the timing profiles provided by BAASTA allow to detect cases of timing/rhythm disorders. In addition, perceptual thresholds yielded by the MLP algorithm, although generally comparable to the results provided by standard staircase, tend to be slightly lower. In sum, BAASTA provides a comprehensive battery to test perceptual and sensorimotor timing skills, and to detect timing/rhythm deficits.