The effects of music training in relation to brain plasticity have caused excitement, evident from the popularity of books on this topic among scientists and the general public. Neuroscience research has shown that music training leads to changes throughout the auditory system that prime musicians for listening challenges beyond music processing. This effect of music training suggests that, akin to physical exercise and its impact on body fitness, music is a resource that tones the brain for auditory fitness. Therefore, the role of music in shaping individual development deserves consideration.

Considerable progress has been made in our understanding of the remarkable fidelity with which the human auditory brainstem represents key acoustic features of the speech signal. The brainstem response to speech can be assessed noninvasively by examining scalp-recorded evoked potentials. Morphologically, two main components of the scalp-recorded brainstem response can be differentiated, a transient onset response and a sustained frequency-following response (FFR). Together, these two components are capable of conveying important segmental and suprasegmental information inherent in the typical speech syllable. Here we examine the putative neural sources of the scalp-recorded brainstem response and review recent evidence that demonstrates that the brainstem response to speech is dynamic in nature and malleable by experience. Finally, we propose a putative mechanism for experience-dependent plasticity at the level of the brainstem.

SUMMARY We examined context-dependent encoding of speech in children with and without developmental dyslexia by measuring auditory brainstem responses to a speech syllable presented in a repetitive or variable context. Typically developing children showed enhanced brainstem representation of features related to voice pitch in the repetitive context, relative to the variable context. In contrast, children with developmental dyslexia exhibited impairment in their ability to modify representation in predictable contexts. From a functional perspective, we found that the extent of context-dependent encoding in the auditory brainstem positively correlated with behavioral indices of speech perception in noise. The ability to sharpen representation of repeating elements is crucial to speech perception in noise, since it allows superior ‘tagging’ of voice pitch, an important cue for segregating sound streams in background noise. The disruption of this mechanism contributes to a critical deficit in noise-exclusion, a hallmark symptom in developmental dyslexia.

Speech sound patterns can be discerned using multiple acoustic cues. The relative weighting of these cues is known to be language-specific. Speech-sound training in adults induces changes in cue-weighting such that relevant acoustic cues are emphasized. In the current study, the extent to which individual variability in cue weighting contributes to differential success in learning to use foreign sound patterns was examined. Sixteen English-speaking adult participants underwent a sound-to-meaning training paradigm, during which they learned to incorporate Mandarin linguistic pitch contours into words. In addition to cognitive tests, measures of pitch pattern discrimination and identification were collected from all participants. Reaction time data from the discrimination task was subjected to 3-way multidimensional scaling to extract dimensions underlying tone perception. Two dimensions relating to pitch height and pitch direction were found to underlie non-native tone space. Good learners attended more to pitch direction relative to poor learners, before and after training. Training increased the ability to identify and label pitch direction. The results demonstrate that variability in the ability to successfully learn to use pitch in lexical contexts can be explained by pre-training differences in cue-weighting.

Understanding speech in background noise is challenging for every listener, including those with normal peripheral hearing. This difficulty is attributable in part to the disruptive effects of noise on neural synchrony, resulting in degraded representation of speech at cortical and subcortical levels as reflected by electrophysiological responses. These problems are especially pronounced in clinical populations such as children with learning impairments. Given the established effects of noise on evoked responses, we hypothesized that listening-in-noise problems are associated with degraded processing of timing information at the brainstem level. Participants (66 children; ages, 8 -14 years; 22 females) were divided into groups based on their performance on clinical measures of speech-in-noise (SIN) perception and reading. We compared brainstem responses to speech syllables between top and bottom SIN and reading groups in the presence and absence of competing multitalker babble. In the quiet condition, neural response timing was equivalent between groups. In noise, however, the bottom groups exhibited greater neural delays relative to the top groups. Group-specific timing delays occurred exclusively in response to the noise-vulnerable formant transition, not to the more perceptually robust, steady-state portion of the stimulus. These results demonstrate that neural timing is disrupted by background noise and that greater disruptions are associated with the inability to perceive speech in challenging listening conditions.