Twelve Months of Active Musical Training in 8-to 10-Year-Old Children Enhances the Preattentive Processing of Syllabic Duration and Voice Onset Time
Twelve Months of Active Musical Training in 8-to 10-Year-Old Children Enhances the Preattentive Processing of Syllabic Duration and Voice Onset Time
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DOI：
10.1093/cercor/bhs377
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发表时间：
2014-04-01
期刊：
影响因子：
3.7
通讯作者：
Besson, Mireille
中科院分区：
文献类型：
--
作者：
Chobert, Julie;Francois, Clement;Besson, Mireille
音乐训练已被证明可以对语言能力产生积极影响。为了跟踪这种转移效应在前注意力水平上的发展动态，我们进行了一项为期两个学年的纵向研究，非音乐家儿童被随机分配接受音乐或绘画训练。我们使用测试-训练再测试程序和 3 次测试：训练前、训练 6 个月后和训练 12 个月后，记录了失配负性 (MMN)，即前注意失配检测的皮质相关性，与元音频率、元音持续时间和发声时间 (VOT) 不同的音节。虽然训练前没有发现组间差异，但仅在音乐组训练 12 个月后，发现音节持续时间和 VOT 的前注意处理能力增强（表现为更大的 MMN 振幅，而不是频率）。这些结果证明了儿童大脑的神经可塑性，并表明积极的音乐训练而不是天生的音乐倾向使受过音乐训练的儿童取得了进步。这些结果还强调了音乐训练对正常发育儿童的言语时长感知和语音表征发展的影响。他们支持基于音乐的培训计划对儿童教育的重要性，并为有语言学习障碍的儿童开辟新的补救策略。
Musical training has been shown to positively influence linguistic abilities. To follow the developmental dynamics of this transfer effect at the preattentive level, we conducted a longitudinal study over 2 school years with nonmusician children randomly assigned to music or to painting training. We recorded the mismatch negativity (MMN), a cortical correlate of preattentive mismatch detection, to syllables that differed in vowel frequency, vowel duration, and voice onset time (VOT), using a test-trainingretest procedure and 3 times of testing: before training, after 6 months and after 12 months of training. While no between-group differences were found before training, enhanced preattentive processing of syllabic duration and VOT, as reflected by greater MMN amplitude, but not of frequency, was found after 12 months of training in the music group only. These results demonstrate neuroplasticity in the child brain and suggest that active musical training rather than innate predispositions for music yielded the improvements in musically trained children. These results also highlight the influence of musical training for duration perception in speech and for the development of phonological representations in normally developing children. They support the importance of music-based training programs for childrens education and open new remediation strategies for children with language-based learning impairments.