The Brain in Singing and Language

Trollinger, Valerie

doi:10.1177/1048371309353878

Cited by 13 publications

(10 citation statements)

References 9 publications

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“…Singing is a form of social engagement, particularly in the format of a group session, and communicates on multiple levels through physicality, emotions and language (Bannan, 2008). It is suggested that singing can have a positive impact on not only language, but additionally understanding and speech (Trollinger, 2010); evidence from this study does not corroborate this level of impact, but suggests further positive outcomes for engagement in singing.…”

Section: Discussioncontrasting

confidence: 75%

An evaluation of a Singing for the Brain pilot with people with a learning disability and memory problems or a dementia

Ward

Parkes

2016

Dementia

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This paper presents the findings from a pilot project introducing Singing for the Brain into care centres with people with a learning disability and a form of dementia or memory problem. Through participant observations, patient and staff feedback, there was strong support for the use of Singing for the Brain with this client group, with participants reporting high levels of enjoyment and engagement in the sessions. The potential for these sessions to support communication, memory, social engagement and choice was reported by staff and participants. Whilst anecdotal reports also suggested the sessions had a positive impact on elevating mood over a sustained period of time. The pilot sessions are discussed in reference to the regular sessions run for people with dementia and comparisons drawn across the two approaches. Further evidence is required to understand the potential impact on participant's well-being from attending these sessions.

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Section: Discussioncontrasting

confidence: 75%

An evaluation of a Singing for the Brain pilot with people with a learning disability and memory problems or a dementia

Ward

Parkes

2016

Dementia

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“…Evidence has been provided that the improved processing of timbre and pitch in musicians is based on functional adaptations, but seems to play a general role in musical development from infancy onwards [ 83 ]. Furthermore, musicians’ improvements in detecting pitch and timbre cues largely rely on plastic adaptations [ 49 , 82 , 84 ]. Language acquisition processes are also based on differentiating timbres of speech that are meaningful and/or meaningless [ 84 ] and for musicians it is also necessary to discriminate timbre differences between various instruments which in turn seem to have an effect on speech sound discrimination as well [ 82 ].…”

Section: Discussionmentioning

confidence: 99%

“…Furthermore, musicians’ improvements in detecting pitch and timbre cues largely rely on plastic adaptations [ 49 , 82 , 84 ]. Language acquisition processes are also based on differentiating timbres of speech that are meaningful and/or meaningless [ 84 ] and for musicians it is also necessary to discriminate timbre differences between various instruments which in turn seem to have an effect on speech sound discrimination as well [ 82 ]. Evidence for an overlap between processing tonal and verbal material, especially comes from brain research e.g., [ 51 , 53 ].…”

Section: Discussionmentioning

confidence: 99%

Early Influence of Musical Abilities and Working Memory on Speech Imitation Abilities: Study with Pre-School Children

Christiner

Reiterer

2018

Brain Sciences

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Musical aptitude and language talent are highly intertwined when it comes to phonetic language ability. Research on pre-school children’s musical abilities and foreign language abilities are rare but give further insights into the relationship between language and musical aptitude. We tested pre-school children’s abilities to imitate unknown languages, to remember strings of digits, to sing, to discriminate musical statements and their intrinsic (spontaneous) singing behavior (“singing-lovers versus singing nerds”). The findings revealed that having an ear for music is linked to phonetic language abilities. The results of this investigation show that a working memory capacity and phonetic aptitude are linked to high musical perception and production ability already at around the age of 5. This suggests that music and (foreign) language learning capacity may be linked from childhood on. Furthermore, the findings put emphasis on the possibility that early developed abilities may be responsible for individual differences in both linguistic and musical performances.

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“…The brain naturally seeks patterns to make sense of the world. Other articles compared music and language processing and discussed how the development of each could have reciprocal benefits (Cooper 2010;Trollinger 2010).…”

Section: Educational Applicationsmentioning

confidence: 98%

The Impact of Neuroscience on Music Education Advocacy and Philosophy

Peterson

2011

Arts Education Policy Review

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This content analysis examines how philosophy and advocacy articles published between 2005 and 2010 were influenced by current neuroscience research. The contents of twelve journals were explored, resulting in the inclusion of forty-five articles in this analysis. Recently, there has been a growing interest in neuroscientific research on music. Articles were coded for latent content and emerging themes to determine if this interest has begun to be expressed in philosophy and advocacy writings. The educational implications and issues of using neuroscientific findings are addressed, and recommendations are offered for using future research for advocacy purposes.In recent years, major advances have been made in understanding the brain, especially regarding its relation to music. Technology such as functional magnetic resonance imaging (fMRI) and positron emission topography (PET) scans have begun to expose the human brain's inner workings, providing new knowledge about what occurs while persons are engaged in a variety of activities. Interdisciplinary researchers in fields such as biology, neuroscience, and cognitive science have begun to study the interaction between the brain and music. These findings have potentially important implications for music education. Depending on the rigor of these studies, scientific information could be a useful tool as music educators advocate for the study of music and communicate its importance. As musicians and music educators, we know the value of music, but evidence from recent research could further strengthen our convictions (Mark 2005).Researchers studying music and the brain have not only published numerous research articles but have also produced material for public consumption to meet the growing general interest in brain functioning. Much of this material is research-based and communicated by the researchers themselves. However, other research has been misinterpreted, misstated, or misunderstood, and subsequently developed into enthusiastically accepted pedagogies (Geake 2008;Varma, McCandliss, and Schwartz 2008). Confusion over what is Correspondence should be sent to Amber

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The Brain in Singing and Language

Cited by 13 publications

References 9 publications

An evaluation of a Singing for the Brain pilot with people with a learning disability and memory problems or a dementia

An evaluation of a Singing for the Brain pilot with people with a learning disability and memory problems or a dementia

Early Influence of Musical Abilities and Working Memory on Speech Imitation Abilities: Study with Pre-School Children

The Impact of Neuroscience on Music Education Advocacy and Philosophy

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