Learning and Retention of Novel Words in Musicians and Nonmusicians

Autor/inn/en	Stewart, Elizabeth C.; Pittman, Andrea L.
Titel	Learning and Retention of Novel Words in Musicians and Nonmusicians
Quelle	In: Journal of Speech, Language, and Hearing Research, 64 (2021) 7, S.2870-2884 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stewart, Elizabeth C.) ORCID (Pittman, Andrea L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
Schlagwörter	Musicians; Music Education; Auditory Perception; Novelty (Stimulus Dimension); Young Adults; Word Recognition; Acoustics; Memory; College Students; Auditory Stimuli; Cognitive Processes; Arizona + Suchen Sie Ihr Suchwort? Musiker; Musikerziehung; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Young adult; Junger Erwachsener; Worterkennung; Gedächtnis; Collegestudent; Auditive Stimulation; Cognitive process; Kognitiver Prozess
Abstract	Purpose: The purpose of this study was to determine whether long-term musical training enhances the ability to perceive and learn new auditory information. Listeners with extensive musical experience were expected to detect, learn, and retain novel words more effectively than participants without musical training. Advantages of musical training were expected to be greater for words learned in multitalker babble compared to quiet. Method: Participants consisted of 20 young adult musicians and 20 age-matched nonmusicians, all with normal hearing. In addition to completing word recognition and nonword detection tasks, each participant learned 10 novel words in a rapid word-learning paradigm. All tasks were completed in quiet and in multitalker babble. Next-day retention of the learned words was examined in isolation (recall) and in the context of continuous discourse (detection). Performance was compared across groups and listening conditions. Results: Performance was significantly poorer in babble than in quiet on word recognition and nonword detection, but not on word learning, learned-word recall, or learned-word detection. No differences were observed between groups (musicians vs. nonmusicians) on any of the tasks. Conclusions: For young normal-hearing adults, auditory experience resulting from long-term music training did not enhance their learning of new auditory information in either favorable (quiet) or unfavorable (babble) listening conditions. This suggests that the formation of semantic and musical representations in memory may be supported by the same underlying auditory processes, such that musical training is simply an extension of an auditory expertise that both musicians and nonmusicians possess. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01