Auditory sequence analysis and phonological skill

Grube, Manon; Kumar, Sukhbinder; Cooper, Freya E.; Turton, Stuart; Griffiths, Timothy D.

doi:10.1098/rspb.2012.1817

Cited by 45 publications

(79 citation statements)

References 82 publications

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“…This is consistent with our previous findings, in which the correlations between rhythm processing and language skills were relatively independent of non-verbal intellectual skill in early adolescence and early adulthood (Grube et al, 2012, 2013). That is, these correlations were less affected by partialling out the effects on non-verbal IQ than those for pitch processing or processing speed (e.g., Deary, 1994; Stewart et al, 2015).…”

Section: Discussionsupporting

confidence: 93%

The Beat to Read: A Cross-Lingual Link between Rhythmic Regularity Perception and Reading Skill

Bekius

Cope

Grube

2016

Front. Hum. Neurosci.

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This work assesses one specific aspect of the relationship between auditory rhythm cognition and language skill: regularity perception. In a group of 26 adult participants, native speakers of 11 different native languages, we demonstrate a strong and significant correlation between the ability to detect a “roughly” regular beat and rapid automatized naming (RAN) as a measure of language skill (Spearman's rho, −0.47, p < 0.01). There was no such robust relationship for the “mirror image” task of irregularity detection, i.e., the ability to detect ongoing small deviations from a regular beat. The correlation between RAN and regularity detection remained significant after partialling out performance on the irregularity detection task (rho, −0.41, p, 0.022), non-verbal IQ (rho, −0.37, p < 0.05), or musical expertise (rho, −0.31, p < 0.05). Whilst being consistent with the “shared resources model” in terms of rhythm as a common basis of language and music, evolutionarily as well as in individual development, the results also document how two related rhythm processing abilities relate differently to language skill. Specifically, the results support a universal relationship between rhythmic regularity detection and reading skill that is robust to accounting for differences in fluid intelligence and musical expertise, and transcends language-specific differences in speech rhythm.

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Section: Discussionsupporting

confidence: 93%

The Beat to Read: A Cross-Lingual Link between Rhythmic Regularity Perception and Reading Skill

Bekius

Cope

Grube

2016

Front. Hum. Neurosci.

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“…We found that both frequency discrimination and interval discrimination are correlated with reading-related skills, as reported previously (e.g., [4,6,7,9,12,17]). These correlations remained significant when covariance with reasoning ability (assessed with Raven’s Matrices, a visual-spatial test) was controlled for.…”

Section: Discussionsupporting

confidence: 89%

“…Although many studies reported significant correlations between reading-related skills and auditory skills (e.g., [1,2,4-17]), others failed to find such correlations [18-25]. More specifically, whereas in several studies, pitch processing was found to account for significant variance in reading skills (e.g., [1,9,17]), this was not the case in other studies (e.g., [25,26]). This discrepancy was attributed to differences in the types of perceptual tasks used [27-29] or to differences in the characteristics of the sampled populations [12,30].…”

Section: Introductionmentioning

confidence: 99%

Musical Experience, Auditory Perception and Reading-Related Skills in Children

Banai

Ahissar

2013

PLoS ONE

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BackgroundThe relationships between auditory processing and reading-related skills remain poorly understood despite intensive research. Here we focus on the potential role of musical experience as a confounding factor. Specifically we ask whether the pattern of correlations between auditory and reading related skills differ between children with different amounts of musical experience.Methodology/Principal FindingsThird grade children with various degrees of musical experience were tested on a battery of auditory processing and reading related tasks. Very poor auditory thresholds and poor memory skills were abundant only among children with no musical education. In this population, indices of auditory processing (frequency and interval discrimination thresholds) were significantly correlated with and accounted for up to 13% of the variance in reading related skills. Among children with more than one year of musical training, auditory processing indices were better, yet reading related skills were not correlated with them. A potential interpretation for the reduction in the correlations might be that auditory and reading-related skills improve at different rates as a function of musical training.Conclusions/SignificanceParticipants’ previous musical training, which is typically ignored in studies assessing the relations between auditory and reading related skills, should be considered. Very poor auditory and memory skills are rare among children with even a short period of musical training, suggesting musical training could have an impact on both. The lack of correlation in the musically trained population suggests that a short period of musical training does not enhance reading related skills of individuals with within-normal auditory processing skills. Further studies are required to determine whether the associations between musical training, auditory processing and memory are indeed causal or whether children with poor auditory and memory skills are less likely to study music and if so, why this is the case.

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“…A number of studies suggest that rhythm discrimination is associated with phonological processing222350515253. Corroborating these results, we observed a significant correlation between rhythm discrimination and phonological awareness.…”

Section: Discussionsupporting

confidence: 87%

Pitch discrimination associated with phonological awareness: Evidence from congenital amusia

Sun

et al. 2017

Sci Rep

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Research suggests that musical skills are associated with phonological abilities. To further investigate this association, we examined whether phonological impairments are evident in individuals with poor music abilities. Twenty individuals with congenital amusia and 20 matched controls were assessed on a pure-tone pitch discrimination task, a rhythm discrimination task, and four phonological tests. Amusic participants showed deficits in discriminating pitch and discriminating rhythmic patterns that involve a regular beat. At a group level, these individuals performed similarly to controls on all phonological tests. However, eight amusics with severe pitch impairment, as identified by the pitch discrimination task, exhibited significantly worse performance than all other participants in phonological awareness. A hierarchical regression analysis indicated that pitch discrimination thresholds predicted phonological awareness beyond that predicted by phonological short-term memory and rhythm discrimination. In contrast, our rhythm discrimination task did not predict phonological awareness beyond that predicted by pitch discrimination thresholds. These findings suggest that accurate pitch discrimination is critical for phonological processing. We propose that deficits in early-stage pitch discrimination may be associated with impaired phonological awareness and we discuss the shared role of pitch discrimination for processing music and speech.

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Auditory sequence analysis and phonological skill

Cited by 45 publications

References 82 publications

The Beat to Read: A Cross-Lingual Link between Rhythmic Regularity Perception and Reading Skill

The Beat to Read: A Cross-Lingual Link between Rhythmic Regularity Perception and Reading Skill

Musical Experience, Auditory Perception and Reading-Related Skills in Children

Pitch discrimination associated with phonological awareness: Evidence from congenital amusia

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