Improved Auditory Function Caused by Music Versus Foreign Language Training at School Age: Is There a Difference?. Tervaniemi, M., Putkinen, V., Nie, P., Wang, C., Du, B., Lu, J., Li, S., Cowley, B. U., Tammi, T., & Tao, S. Cerebral Cortex, 32(1):63–75, November, 2021. jufo-3doi abstract bibtex In adults, music and speech share many neurocognitive functions, but how do they interact in a developing brain? We compared the effects of music and foreign language training on auditory neurocognition in Chinese children aged 8-11 years. We delivered group-based training programs in music and foreign language using a randomized controlled trial. A passive control group was also included. Before and after these year-long extracurricular programs, auditory event-related potentials were recorded (n = 123 and 85 before and after the program, respectively). Through these recordings, we probed early auditory predictive brain processes. To our surprise, the language program facilitated the children's early auditory predictive brain processes significantly more than did the music program. This facilitation was most evident in pitch encoding when the experimental paradigm was musically relevant. When these processes were probed by a paradigm more focused on basic sound features, we found early predictive pitch encoding to be facilitated by music training. Thus, a foreign language program is able to foster auditory and music neurocognition, at least in tonal language speakers, in a manner comparable to that by a music program. Our results support the tight coupling of musical and linguistic brain functions also in the developing brain.
@article{tervaniemi_improved_2021,
title = {Improved {Auditory} {Function} {Caused} by {Music} {Versus} {Foreign} {Language} {Training} at {School} {Age}: {Is} {There} a {Difference}?},
volume = {32},
copyright = {All rights reserved},
issn = {1460-2199},
shorttitle = {Improved {Auditory} {Function} {Caused} by {Music} {Versus} {Foreign} {Language} {Training} at {School} {Age}},
doi = {10.1093/cercor/bhab194},
abstract = {In adults, music and speech share many neurocognitive functions, but how do they interact in a developing brain? We compared the effects of music and foreign language training on auditory neurocognition in Chinese children aged 8-11 years. We delivered group-based training programs in music and foreign language using a randomized controlled trial. A passive control group was also included. Before and after these year-long extracurricular programs, auditory event-related potentials were recorded (n = 123 and 85 before and after the program, respectively). Through these recordings, we probed early auditory predictive brain processes. To our surprise, the language program facilitated the children's early auditory predictive brain processes significantly more than did the music program. This facilitation was most evident in pitch encoding when the experimental paradigm was musically relevant. When these processes were probed by a paradigm more focused on basic sound features, we found early predictive pitch encoding to be facilitated by music training. Thus, a foreign language program is able to foster auditory and music neurocognition, at least in tonal language speakers, in a manner comparable to that by a music program. Our results support the tight coupling of musical and linguistic brain functions also in the developing brain.},
language = {eng},
number = {1},
journal = {Cerebral Cortex},
author = {Tervaniemi, Mari and Putkinen, Vesa and Nie, Peixin and Wang, Cuicui and Du, Bin and Lu, Jing and Li, Shuting and Cowley, Benjamin Ultan and Tammi, Tuisku and Tao, Sha},
month = nov,
year = {2021},
pmid = {34265850},
pmcid = {PMC8634570},
note = {jufo-3},
keywords = {515 Psychology, 516 Educational sciences, 6131 Theatre, brain development, dance, language, learning, music, other performing arts, transfer},
pages = {63--75},
}
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We delivered group-based training programs in music and foreign language using a randomized controlled trial. A passive control group was also included. Before and after these year-long extracurricular programs, auditory event-related potentials were recorded (n = 123 and 85 before and after the program, respectively). Through these recordings, we probed early auditory predictive brain processes. To our surprise, the language program facilitated the children's early auditory predictive brain processes significantly more than did the music program. This facilitation was most evident in pitch encoding when the experimental paradigm was musically relevant. When these processes were probed by a paradigm more focused on basic sound features, we found early predictive pitch encoding to be facilitated by music training. Thus, a foreign language program is able to foster auditory and music neurocognition, at least in tonal language speakers, in a manner comparable to that by a music program. 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