Rhythm, reading, and sound processing in the brain in preschool children.
Rhythm, reading, and sound processing in the brain in preschool children.
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DOI：
10.1038/s41539-021-00097-5
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发表时间：
2021-06-29
影响因子：
4.2
通讯作者：
Kraus N
中科院分区：
文献类型：
--
作者：
Bonacina S;Huang S;White-Schwoch T;Krizman J;Nicol T;Kraus N
一个孩子在学校的成功取决于他们快速掌握语言和阅读技能的能力，这些技能的基础甚至在进入正式课堂之前就已经获得。以前的研究在学龄前儿童已经开始建立联系节拍同步，识字前技能和听觉处理的关系。节拍同步涉及感觉运动系统与听觉和认知回路的整合，因此调用许多与语言相同的神经网络。使用击鼓任务，我们分析了150多名学龄前儿童的能力，以保持一个isocerebeat与识字前的技能和频率以下的反应（FFR）之间的关系。我们发现，在节拍同步任务中表现良好的学龄前儿童在所有识字前指标上的得分都超过了同龄人，并且具有更强的FFR。此外，当在噪声中监听时，好的同步器经历了某些FFR测量的较少降级。总之，我们的研究结果是一致的认为，节奏，识字前，和听觉处理是相互关联的幼儿期。
A child’s success in school relies on their ability to quickly grasp language and reading skills, the foundations of which are acquired even before entering a formal classroom setting. Previous studies in preschoolers have begun to establish relationships linking beat synchronization, preliteracy skills, and auditory processing. Beat synchronization involves the integration of sensorimotor systems with auditory and cognitive circuits and, therefore calls on many of the same neural networks as language. Using a drumming task, we analyzed the relationship between children’s ability to maintain an isochronous beat with preliteracy skills and frequency following responses (FFRs) in over 150 preschoolers. We show that preschoolers who performed well on the beat synchronization task outscored their peers on all preliteracy measures and had more robust FFRs. Furthermore, the good synchronizers experienced less degradation of certain FFR measures when listening in noise. Together, our results are consistent with the view that rhythm, preliteracy, and auditory processing are interconnected during early childhood.
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影响因子：
3.2
作者：
Tierney, Adam;White-Schwoch, Travis;Kraus, Nina
通讯作者：
Kraus, Nina
影响因子：
16.6
作者：
Coffey, Emily B. J.;Nicol, Trent;Kraus, Nina
通讯作者：
Kraus, Nina
影响因子：
16.2
作者：
Chandrasekaran, Bharath;Hornickel, Jane;Skoe, Erika;Nicol, Trent;Kraus, Nina
通讯作者：
Kraus, Nina
影响因子：
3.6
作者：
Huss, Martina;Verney, John P.;Goswami, Usha
通讯作者：
Goswami, Usha
DOI：
10.1073/pnas.0901123106
发表时间：
2009-08-04
影响因子：
11.1
作者：
Hornickel, Jane;Skoe, Erika;Kraus, Nina
通讯作者：
Kraus, Nina