Music and Early Language Acquisition

Brandt, Anthony; Gebrian, Molly; Slevc, L. Robert

doi:10.3389/fpsyg.2012.00327

Cited by 196 publications

(161 citation statements)

References 257 publications

(256 reference statements)

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“…Our results from short-term exposure are consistent with the enduring consequences of musical enculturation and training on evaluative responses to consonant and dissonant intervals in children (Valentine, 1962) and adults (Bugg, 1939;Guernsey, 1928;Malmberg, 1918;McDermott et al, 2010;McLachlan et al, 2013;Roberts, 1984). They are also consistent with the divergence of musical forms across cultures and with divergent evaluative responses to such forms (Brandt, Gebrian, & Sieve, 2012;Herzog, 1939;Jordania, 2006;Nettl, 2000;Vassilakis, 2005).…”

Section: Discussionsupporting

confidence: 90%

Revisiting the innate preference for consonance.

Plantinga¹,

Trehub²

2014

Journal of Experimental Psychology: Human Perception and Perfor

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The origin of the Western preference for consonance remains unresolved, with some suggesting that the preference is innate. In Experiments 1 and 2 of the present study, 6-month-old infants heard six different consonant/dissonant pairs of stimuli, including those tested in previous research. In contrast to the findings of others, infants in the present study failed to listen longer to consonant stimuli. After 3 minutes of exposure to consonant or dissonant stimuli in Experiment 3, 6-month-old infants listened longer to the familiar stimulus, whether consonant or dissonant. Our findings are inconsistent with innate preferences for consonant stimuli. Instead, the effect of short-term exposure is consistent with the view that familiarity underlies the origin of the Western preference for consonant intervals.

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Section: Discussionsupporting

confidence: 90%

Revisiting the innate preference for consonance.

Plantinga¹,

Trehub²

2014

Journal of Experimental Psychology: Human Perception and Perfor

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“…This debate has a long and sometimes acrimonious history, however both theoretical approaches will benefit from more specific theories of the cognitive demands imposed by musical and linguistic structure, data from more sophisticated experimental techniques (e.g., Grahn, 2012), and insights from developmental perspectives (cf. Brandt et al, 2012;Hannon & Trainor, 2007;McMullen & Saffran, 2004).…”

Section: Discussionmentioning

confidence: 99%

“…Children implicitly learn the structure of their native language (e.g., Gómez & Gerken, 1999;Saffran, Aslin, & Newport, 2001) and their native musical system (e.g., Corrigall & Trainor, 2010;Hannon & Trainor, 2007) along similar developmental trajectories (Brandt, Gebrian, & Slevc, 2012;McMullen & Saffran, 2004). Developmental deficits in linguistic syntax associated with specific language impairment can also affect structural processing in music (Jentschke, Koelsch, Sallat, & Friederici, 2008), supporting shared processing mechanisms.…”

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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“…Arciuli and Torkildsen 2012) as well as other related phenomena such as music enculturation (Brandt et al 2012). However, there is less consensus that this learning transfers beyond the learning modality, with a variety of studies, usually deploying Reber grammars (Reber 1967) in one or more modalities, leading to radically different conclusions.…”

Section: Accepted Manuscriptmentioning

confidence: 99%

Cross-modal transfer of statistical information benefits from sleep

Durrant

Cairney

Lewis

2016

Cortex

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Extracting regularities from a sequence of events is essential for understanding our environment. However, there is no consensus regarding the extent to which such regularities can be generalised beyond the modality of learning. One reason for this could be the variation in consolidation intervals used in different paradigms, also including an opportunity to sleep. Using a novel statistical learning paradigm in which structured information is acquired in the auditory domain and tested in the visual domain over either 30min or 24hr consolidation intervals, we show that cross-modal transfer can occur, but this transfer is only seen in the 24hr group. Importantly, the extent of cross-modal transfer is predicted by the amount of SWS obtained. Additionally, cross-modal transfer is associated with the same pattern of decreasing MTL and increasing striatal involvement which has previously been observed to occur across 24 hours in unimodal statistical learning. We also observed enhanced functional connectivity after 24 hours in a network of areas which have been implicated in cross-modal integration including the precuneus and the middle occipital gyrus. Finally, functional connectivity between the striatum and the precuneus was also enhanced, and this strengthening was predicted by SWS. These results demonstrate that statistical learning can generalise to some extent beyond the modality of acquisition, and together with our previously published unimodal results, support the notion that statistical learning is both domain-general and domain-specific.

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Music and Early Language Acquisition

Cited by 196 publications

References 257 publications

Revisiting the innate preference for consonance.

Revisiting the innate preference for consonance.

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

Cross-modal transfer of statistical information benefits from sleep

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