Musical Training during Early Childhood Enhances the Neural Encoding of Speech in Noise

Autor/inn/en	Strait, Dana L.; Parbery-Clark, Alexandra; Hittner, Emily; Kraus, Nina
Titel	Musical Training during Early Childhood Enhances the Neural Encoding of Speech in Noise
Quelle	In: Brain and Language, 123 (2012) 3, S.191-201 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0093-934X
DOI	10.1016/j.bandl.2012.09.001
Schlagwörter	Cognitive Ability; Auditory Perception; Musicians; Short Term Memory; Acoustics; Speech Communication; Young Children; Brain; Cognitive Processes; Child Development; Correlation; Attention + Suchen Sie Ihr Suchwort? Denkfähigkeit; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Musiker; Kurzzeitgedächtnis; Frühe Kindheit; Gehirn; Cognitive process; Kognitiver Prozess; Kindesentwicklung; Korrelation; Aufmerksamkeit
Abstract	For children, learning often occurs in the presence of background noise. As such, there is growing desire to improve a child's access to a target signal in noise. Given adult musicians' perceptual and neural speech-in-noise enhancements, we asked whether similar effects are present in musically-trained children. We assessed the perception and subcortical processing of speech in noise and related cognitive abilities in musician and nonmusician children that were matched for a variety of overarching factors. Outcomes reveal that musicians' advantages for processing speech in noise are present during pivotal developmental years. Supported by correlations between auditory working memory and attention and auditory brainstem response properties, we propose that musicians' perceptual and neural enhancements are driven in a top-down manner by strengthened cognitive abilities with training. Our results may be considered by professionals involved in the remediation of language-based learning deficits, which are often characterized by poor speech perception in noise. (Contains 2 tables and 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10