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Piano training enhances the neural processing of pitch and improves speech perception in Mandarin-speaking children.
Nan, Yun; Liu, Li; Geiser, Eveline; Shu, Hua; Gong, Chen Chen; Dong, Qi; Gabrieli, John D E; Desimone, Robert.
Afiliação
  • Nan Y; State Key Laboratory of Cognitive Neuroscience and Learning, International Data Group (IDG)/McGovern Institute for Brain Research, Beijing Normal University, 100875 Beijing, China; nany@bnu.edu.cn desimone@mit.edu.
  • Liu L; State Key Laboratory of Cognitive Neuroscience and Learning, International Data Group (IDG)/McGovern Institute for Brain Research, Beijing Normal University, 100875 Beijing, China.
  • Geiser E; McGovern Institute for Brain Research, Massachusetts Institute of Technology (MIT), Cambridge, MA 02139.
  • Shu H; Neuropsychology and Neurorehabilitation Service, The Laboratory for Investigative Neurophysiology, University Hospital Center and University of Lausanne, 1011 Lausanne, Switzerland.
  • Gong CC; Radiodiagnostic Service, The Laboratory for Investigative Neurophysiology, University Hospital Center and University of Lausanne, 1011 Lausanne, Switzerland.
  • Dong Q; State Key Laboratory of Cognitive Neuroscience and Learning, International Data Group (IDG)/McGovern Institute for Brain Research, Beijing Normal University, 100875 Beijing, China.
  • Gabrieli JDE; McGovern Institute for Brain Research, Massachusetts Institute of Technology (MIT), Cambridge, MA 02139.
  • Desimone R; State Key Laboratory of Cognitive Neuroscience and Learning, International Data Group (IDG)/McGovern Institute for Brain Research, Beijing Normal University, 100875 Beijing, China.
Proc Natl Acad Sci U S A ; 115(28): E6630-E6639, 2018 07 10.
Article em En | MEDLINE | ID: mdl-29941577
ABSTRACT
Musical training confers advantages in speech-sound processing, which could play an important role in early childhood education. To understand the mechanisms of this effect, we used event-related potential and behavioral measures in a longitudinal design. Seventy-four Mandarin-speaking children aged 4-5 y old were pseudorandomly assigned to piano training, reading training, or a no-contact control group. Six months of piano training improved behavioral auditory word discrimination in general as well as word discrimination based on vowels compared with the controls. The reading group yielded similar trends. However, the piano group demonstrated unique advantages over the reading and control groups in consonant-based word discrimination and in enhanced positive mismatch responses (pMMRs) to lexical tone and musical pitch changes. The improved word discrimination based on consonants correlated with the enhancements in musical pitch pMMRs among the children in the piano group. In contrast, all three groups improved equally on general cognitive measures, including tests of IQ, working memory, and attention. The results suggest strengthened common sound processing across domains as an important mechanism underlying the benefits of musical training on language processing. In addition, although we failed to find far-transfer effects of musical training to general cognition, the near-transfer effects to speech perception establish the potential for musical training to help children improve their language skills. Piano training was not inferior to reading training on direct tests of language function, and it even seemed superior to reading training in enhancing consonant discrimination.
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Texto completo: 1 Base de dados: MEDLINE Assunto principal: Percepção da Altura Sonora / Atenção / Percepção da Fala / Cognição / Idioma / Memória de Curto Prazo / Música Idioma: En Ano de publicação: 2018 Tipo de documento: Article

Texto completo: 1 Base de dados: MEDLINE Assunto principal: Percepção da Altura Sonora / Atenção / Percepção da Fala / Cognição / Idioma / Memória de Curto Prazo / Música Idioma: En Ano de publicação: 2018 Tipo de documento: Article