Music training improves speech-in-noise perception: Longitudinal evidence from a community-based music program

Slater, Jessica; Skoe, Erika; Strait, Dana L.; O’Connell, Samantha; Thompson, Elaine C.; Kraus, Nina

doi:10.1016/j.bbr.2015.05.026

Cited by 156 publications

(142 citation statements)

References 94 publications

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“…Although we cannot draw conclusions about causal effects of training from this study, outcomes provide an important step toward identifying the specific aspects of musical practice that may be of particular relevance to understanding speech in noise. Longitudinal evidence supports the potential for music training to improve speech-in-noise perception (Slater et al 2015); however, comparisons of musicians and non-musicians have yielded mixed results and the diversity of musical experience may well be a factor in these inconsistent outcomes. The specific importance of rhythm in language processing is reflected in the success of intervention studies using rhythm-based training to strengthen reading skills (Bhide et al 2013; Overy 2000, 2003), as well as evidence suggesting that the benefits of melodic intonation therapy for improving speech production in aphasic patients may in fact be attributed to rhythmic aspects of the therapy (Stahl et al 2011).…”

Section: Discussionmentioning

confidence: 99%

“…A recent random assignment assessment of group music instruction reveals improved speech-in-noise perception in elementary school children after 2 years of group music class (Slater et al 2015), indicating that the musician advantage observed in cross-sectional comparisons is not simply a result of preexisting differences between those who choose to pursue music training and those who do not. However, recent studies have reported either inconsistent (Fuller et al 2014) or null (Boebinger et al 2015; Ruggles et al 2014) effects when comparing speech-in-noise perception in groups of musicians and non-musicians.…”

Section: Introductionmentioning

confidence: 99%

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The role of rhythm in perceiving speech in noise: a comparison of percussionists, vocalists and non-musicians

Slater

Kraus

2015

Cogn Process

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The natural rhythms of speech help a listener follow what is being said, especially in noisy conditions. There is increasing evidence for links between rhythm abilities and language skills; however, the role of rhythm-related expertise in perceiving speech in noise is unknown. The present study assesses musical competence (rhythmic and melodic discrimination), speech-in-noise perception and auditory working memory in young adult percussionists, vocalists and non-musicians. Outcomes reveal that better ability to discriminate rhythms is associated with better sentence-in-noise (but not words-in-noise) perception across all participants. These outcomes suggest that sensitivity to rhythm helps a listener understand unfolding speech patterns in degraded listening conditions, and that observations of a “musician advantage” for speech-in-noise perception may be mediated in part by superior rhythm skills.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The role of rhythm in perceiving speech in noise: a comparison of percussionists, vocalists and non-musicians

Slater

Kraus

2015

Cogn Process

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“…Numerous studies show that individuals with extensive musical training are able to discriminate sounds based on the musical pitch more quickly and more accurately than non-musicians (Tervaniemi et al 2005; Parbery-Clark et al 2009). Musicians also have been shown to outperform non-musicians on tests of how well they are able to understand speech in noise (Parbery-Clark et al 2009; Slater et al 2015). Music-based auditory training has also been shown to improve specific aspects of cognitive-linguistic functioning such as auditory attention, working memory and phonological processing (Fujioka et al 2006; Parbery-Clark et al 2009; Shahin 2011).…”

Section: Introductionmentioning

confidence: 99%

Effects of Long-Term Musical Training on Cortical Auditory Evoked Potentials

et al. 2017

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Objective Evidence suggests that musicians, as a group, have superior frequency resolution abilities when compared to non-musicians. It is possible to assess auditory discrimination using either behavioral or electrophysiologic methods. The purpose of this study was to determine if the auditory change complex (ACC) is sensitive enough to reflect the differences in spectral processing exhibited by musicians and non-musicians. Design Twenty individuals (10 musicians and 10 non-musicians) participated in this study. Pitch and spectral ripple discrimination were assessed using both behavioral and electrophysiologic methods. Behavioral measures were obtained using a standard three interval, forced choice procedure and the ACC was recorded and used as an objective (i.e. non-behavioral) measure of discrimination between two auditory signals. The same stimuli were used for both psychophysical and electrophysiologic testing. Results As a group, musicians were able to detect smaller changes in pitch than non-musicians. They also were able to detect a shift in the position of the peaks and valleys in a ripple noise stimulus at higher ripple densities than non-musicians. ACC responses recorded from musicians were larger than those recorded from non-musicians when the amplitude of the ACC response was normalized to the amplitude of the onset response in each stimulus pair. Visual detection thresholds derived from the evoked potential data were better for musicians than non-musicians regardless of whether the task was discrimination of musical pitch or detection of a change in the frequency spectrum of the rippled noise stimuli. Behavioral measures of discrimination were generally more sensitive than the electrophysiologic measures; however, the two metrics were correlated. Conclusions Perhaps as a result of extensive training, musicians are better able to discriminate spectrally complex acoustic signals than non-musicians. Those differences are evident not only in perceptual/behavioral tests, but also in electrophysiologic measures of neural response at the level of the auditory cortex. While these results are based on observations made from normal hearing listeners, they suggest that the ACC may provide a non-behavioral method of assessing auditory discrimination and as a result might prove useful in future studies that explore the efficacy of participation in a musically based, auditory training program perhaps geared toward pediatric and/or hearing-impaired listeners.

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“…Studies comparing nonmusicians with musicians who began training early in life have revealed a "signature" set of enhancements associated with musical experience (27,28). Relative to nonmusician peers, musicians tend to show enhanced speech-innoise perception (29)(30)(31)(32)(33)(34), verbal memory (30)(31)(32)(33)(35)(36)(37)(38), phonological skills (39)(40)(41)(42)(43)(44)(45), and reading (46-50), although not without exception (51,52). Music training has also been linked to enhancements in the encoding of sound throughout the auditory system.…”

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Music training alters the course of adolescent auditory development

Tierney

Krizman

Kraus

2015

Proc. Natl. Acad. Sci. U.S.A.

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Fundamental changes in brain structure and function during adolescence are well-characterized, but the extent to which experience modulates adolescent neurodevelopment is not. Musical experience provides an ideal case for examining this question because the influence of music training begun early in life is wellknown. We investigated the effects of in-school music training, previously shown to enhance auditory skills, versus another inschool training program that did not focus on development of auditory skills (active control). We tested adolescents on neural responses to sound and language skills before they entered high school (pretraining) and again 3 y later. Here, we show that inschool music training begun in high school prolongs the stability of subcortical sound processing and accelerates maturation of cortical auditory responses. Although phonological processing improved in both the music training and active control groups, the enhancement was greater in adolescents who underwent music training. Thus, music training initiated as late as adolescence can enhance neural processing of sound and confer benefits for language skills. These results establish the potential for experience-driven brain plasticity during adolescence and demonstrate that in-school programs can engender these changes. music | training | auditory B y age six, the brain has reached 90% of its adult size (1).However, the years between childhood and young adulthood are marked by a host of subtler neural developments. Myelination and synaptic pruning (2-5) lead to a decrease in gray matter and an increase in white matter (6-13). Resting-state oscillations decline (14-16), and passive evoked responses to sound change in complex ways. Cortically, the P1, which is a positive deflection at around 50 ms generated within lateral Heschl's gyrus (17), declines whereas the N1, a negative deflection at around 100 ms generated within primary and secondary auditory cortices (18)(19)(20), increases (21-23). Subcortically, the trial-by-trial consistency of the response declines (24,25). An open question is how experience interacts with this developmental plasticity during adolescence. Is the transition from the plasticity of childhood to the stability of adulthood malleable by experience? And if so, what types of enrichment have the greatest impact on the development of the neural mechanisms contributing to auditory and language skills?Music training is an enrichment program commonly available to high school students, and its neural and behavioral consequences are well-understood (for a review, see ref. 26). Studies comparing nonmusicians with musicians who began training early in life have revealed a "signature" set of enhancements associated with musical experience (27,28). Relative to nonmusician peers, musicians tend to show enhanced speech-innoise perception (29-34), verbal memory (30-33, 35-38), phonological skills (39-45), and reading (46-50), although not without exception (51, 52). Music training has also been linked to enhancements in the enco...

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Music training improves speech-in-noise perception: Longitudinal evidence from a community-based music program

Cited by 156 publications

References 94 publications

The role of rhythm in perceiving speech in noise: a comparison of percussionists, vocalists and non-musicians

The role of rhythm in perceiving speech in noise: a comparison of percussionists, vocalists and non-musicians

Effects of Long-Term Musical Training on Cortical Auditory Evoked Potentials

Music training alters the course of adolescent auditory development

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