Making psycholinguistics musical: Self-paced reading time evidence for shared processing of linguistic and musical syntax

Slevc, L. Robert; Rosenberg, Jason C.; Patel, Aniruddh D.

doi:10.3758/16.2.374

Cited by 176 publications

(286 citation statements)

References 22 publications

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“…In recent years, a number of researchers have proposed that processing of musical syntax and language syntax draw on similar or identical cognitive resources (e.g. Fiveash & Pammer, 2012;Koelsch, Gunter, Wittforth, & Sammler, 2005;Patel, 2003;Slevc, Rosenberg, & Patel, 2009). One possibility that we did not test in the current study is that understanding of syntax in language could be related to understanding of harmonic syntax in music.…”

Section: Discussioncontrasting

confidence: 47%

Young children pause on phrase boundaries in self-paced music listening: The role of harmonic cues.

Kragness¹,

Trainor²

2018

Developmental Psychology

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Proper segmentation of auditory streams is essential for understanding music. Many cues, including meter, melodic contour, and harmony, influence adults' perception of musical phrase boundaries. To date, no studies have examined young children's musical grouping in a production task. We used a musical self-pacing method to investigate (1) whether dwell times index young children's musical phrase grouping and, if so, (2) whether children dwell longer on phrase boundaries defined by harmonic cues specifically. In Experiment 1, we asked 3-year-old children to self-pace through chord progressions from Bach chorales (sequences in which metrical, harmonic, and melodic contour grouping cues aligned) by pressing a computer key to present each chord in the sequence. Participants dwelled longer on chords in the eighth position, which corresponded to phrase endings. In Experiment 2, we tested 3-, 4-, and 7-year-old children's sensitivity to harmonic cues to phrase grouping when metrical regularity cues and melodic contour cues were misaligned with the harmonic phrase boundaries. In this case, 7-and 4-year-olds but not 3-year-olds dwelled longer on harmonic phrase boundaries, suggesting that the influence of harmonic cues on phrase boundary perception develops substantially between 3 and 4 years of age in Western children. Overall, we show that the musical dwell time method is child-friendly and can be used to investigate various aspects of young children's musical understanding, including phrase grouping and harmonic knowledge.

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Section: Discussioncontrasting

confidence: 47%

Young children pause on phrase boundaries in self-paced music listening: The role of harmonic cues.

Kragness¹,

Trainor²

2018

Developmental Psychology

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“…O foco de estudo mais comum entre os artigos selecionados foi o processamento auditivo 19-22 e a cognição [11][12][13][14] , sendo a abordagem comportamental [10][11][12][13][14][15][16][17][18][19][20][21][22][23][24][25][26][27] , comparou o desempenho de crianças de cinco anos com e sem musicalização em tarefas de processamento auditivo e apreciação musical. Os resultados demonstram que a prática musical exerce influência positiva sobre habilidades auditivas avaliadas nos testes de memória sequencial verbal e não-verbal com quatro estímulos sonoros e na tarefa de apreciação musical, com significância estatística.…”

Section: Qi -Quociente De Inteligênciaunclassified

Desenvolvimento cognitivo, auditivo e linguístico em crianças expostas à música: produção de conhecimento nacional e internacional

2012

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RESUMOA música é um fator ambiental importante para o desenvolvimento das habilidades motoras, auditivas, linguísticas, cognitivas, visuais, entre outras. Estudos recentes citam a relação entre o estudo da música e o aprimoramento do processamento auditivo, das habilidades linguísticas e metalinguísticas e dos processos cognitivos, que são habilidades inerentes à comunicação humana. A Fonoaudiologia se ocupa da aquisição e do desenvolvimento, bem como, do aperfeiçoamento das habilidades necessárias à comunicação humana. Assim, parece haver uma inter-relação entre as áreas Música e Fonoaudiologia. O objetivo deste estudo é descrever e analisar as produções científicas relevantes para compreender a influência da música nas habilidades auditivas, linguísticas e cognitivas. Apesar da escassa produção científica sobre o tema, os estudos apresentados apontam relação positiva entre prática musical e desenvolvimento global infantil. O tema mais abordado foi o processamento auditivo, seguido do desenvolvimento cognitivo e da linguagem. A música pode ser considerada verdadeira aliada na terapia fonoaudiológica, demonstrando a importância da educação musical para crianças com desvio fonológico, alteração do processamento auditivo, distúrbio de linguagem oral e escrita. Baseado no que foi encontrado na revisão de literatura abrem-se novas perspectivas de trabalhos a serem realizados na fonoaudiologia para que as lacunas existentes possam ser preenchidas e que novos conhecimentos possam ser somados aos já construídos para a promoção do pleno desenvolvimento infantil. DESCRITORES:

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“…Fiveash & Pammer, 2014). Slevc et al (2009) relied on temporary syntactic ambiguities (garden path sentences), where readers are slower to comprehend the disambiguating word was in a sentence like "The scientist proved the hypothesis was false" compared to an unambiguous context like "The scientist proved that the hypothesis was false." This slowed processing presumably reflects the need to revise an initial syntactic interpretation where "the hypothesis" was interpreted as the direct object of the verb proved rather than as the subject of an embedded sentence complement (see Pickering & van Gompel, 2006, for a review).…”

Section: Music/language Interactions and The Shared Syntactic Integramentioning

confidence: 99%

“…These inferior frontal regions have also been implicated in the processing of rhythmic structure (Vuust, Roepstorff, Wallentin, Mouridsen, & Østergaard, 2006;Vuust, Wallentin, Mouridsen, Østergaard, & Roepstorff, 2011), and both frontal and temporal regions show equal sensitivity to temporal structure in music and speech (Abrams et al, 2011). Finally, there is a growing body of behavioral evidence linking the processing of musical and linguistic structure (e.g., Hoch, Poulin-Charronnat, & Tillmann, 2011;Fedorenko, Patel, Casasanto, Winawer, & Gibson, 2009;Slevc, Rosenberg, & Patel, 2009), as discussed below.…”

mentioning

confidence: 99%

Processing structure in language and music: a case for shared reliance on cognitive control

Slevc

Okada

2014

Psychon Bull Rev

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The relationship between structural processing in music and language has received increasing interest in the last several years, spurred by the influential Shared Syntactic Integration Resource Hypothesis (SSIRH;Patel, 2003). According to this resource-sharing framework, music and language rely on separable syntactic representations but recruit shared cognitive resources to integrate these representations into evolving structures. The SSIRH is supported by findings of interactions between structural manipulations in music and language. However, other recent evidence suggests that such interactions can also arise with non-structural manipulations, and some recent neuroimaging studies report largely non-overlapping neural regions involved in processing musical and linguistic structure. These conflicting results raise the question of exactly what shared (and distinct) resources underlie musical and linguistic structural processing. This paper suggests that one shared resource is prefrontal cortical mechanisms of cognitive control, which are recruited to detect and resolve conflict that occurs when expectations are violated and interpretations must be revised. By this account, musical processing involves not just the incremental processing and integration of musical elements as they occur, but also the incremental generation of musical predictions and expectations, which must sometimes be overridden and revised in light of evolving musical input.

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Making psycholinguistics musical: Self-paced reading time evidence for shared processing of linguistic and musical syntax

Cited by 176 publications

References 22 publications

Young children pause on phrase boundaries in self-paced music listening: The role of harmonic cues.

Young children pause on phrase boundaries in self-paced music listening: The role of harmonic cues.

Desenvolvimento cognitivo, auditivo e linguístico em crianças expostas à música: produção de conhecimento nacional e internacional

Processing structure in language and music: a case for shared reliance on cognitive control

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