Music Training for the Development of Speech Segmentation
Music Training for the Development of Speech Segmentation
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DOI：
10.1093/cercor/bhs180
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发表时间：
2013-09-01
期刊：
影响因子：
3.7
通讯作者：
Schoen, Daniele
中科院分区：
文献类型：
--
作者：
Francois, Clement;Chobert, Julie;Schoen, Daniele
从科学和社会的角度来看，音乐训练在培养大脑可塑性和发展高认知技能，特别是语言能力方面的作用都引起了人们的极大兴趣。在此，我们报告了一项长达2年的纵向研究的结果，该研究使用了行为和电生理测量以及测试-训练-再测试程序来检验音乐训练对8岁儿童语音分割的影响。孩子们被随机分配到音乐或绘画训练组，并测试他们从连续的无意义音节中提取无意义单词的能力。虽然在训练前没有发现组间的差异，但行为和电生理测量都显示，只有在音乐组的测试过程中，语音分割技能得到了提高。这些结果表明，音乐训练直接促进了语音分割，从而指出了音乐对语音感知的重要性，更普遍地说，对儿童的语言发展。最后，这些结果对促进基于音乐的语言学习障碍儿童修复策略的发展具有重要意义。
The role of music training in fostering brain plasticity and developing high cognitive skills, notably linguistic abilities, is of great interest from both a scientific and a societal perspective. Here, we report results of a longitudinal study over 2 years using both behavioral and electrophysiological measures and a test-training-retest procedure to examine the influence of music training on speech segmentation in 8-year-old children. Children were pseudo-randomly assigned to either music or painting training and were tested on their ability to extract meaningless words from a continuous flow of nonsense syllables. While no between-group differences were found before training, both behavioral and electrophysiological measures showed improved speech segmentation skills across testing sessions for the music group only. These results show that music training directly causes facilitation in speech segmentation, thereby pointing to the importance of music for speech perception and more generally for childrens language development. Finally these results have strong implications for promoting the development of music-based remediation strategies for children with language-based learning impairments.