Neural Correlates of Processing Syntax in Music and ... - PubMan

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Experiment I 101 EAD Figure 9-2 Grand-average ERP waveforms in the subgroup in which the supertonics were used as irregular chords. ERPs elicited by the final chords. Black solid lines indicate potentials elicited by regular (tonic) chords, black dotted lines responses to irregular chords (supertonics). Red solid lines represent the difference wave (regular subtracted from irregular chords). The evaluated ERP components are indicated by the arrows: ERAN, N5, and early acoustic difference (EAD). tion × hemisphere (F(1,54) = 3.55, p = 0.065) was approaching significance. It presuma- bly reflects the stronger ERAN amplitude in the right hemisphere. A further analysis evaluated, whether the ERAN remained significant when the children that were at-risk for language impairment were excluded. 43 children were classified to be not at-risk for language impairment; these were included in the analysis. An ANOVA with the same within-subject and between-subjects factors as the first analysis revealed an interaction of chord function × hemisphere × subgroup (F(1,41) = 7.48, p = 0.009). It reflects the variable lateralization of the ERAN in the two experimental paradigms (see above; the difference in the response to the Neapolitan sixth chords compared to the tonics was more strongly right lateralized than the difference between the supertonics and the tonics). N5: The ERAN is (in adults and older children) usually followed by an N5 taken to reflect processes of harmonic integration (cf. Koelsch, 2005). Descriptively, almost no difference was found in the ERP response to the irregular compared to the regular chords in this time window (left-anterior: M = 0.32 μV, SEM = 0.36 μV; right-anterior: M = 0.23 μV, SEM = 0.32 μV; the differences at posterior sites were smaller). In accordance, an ANOVA did not reveal any effects or interactions with chord function. ERAN N5
Experiment I 102 EAD Figure 9-3 Grand-average ERP waveforms in the subgroup in which the Neapolitan sixth chords were used as irregular chords. ERPs elicited by the final chords. The black solid lines indicate potentials elicited by regular (tonic) chords, the black dotted lines responses to irregular chords (double dominants). The red solid lines represent the difference wave (regular subtracted from irregular chords). The evaluated ERP components are indicated by arrows: ERAN, N5, and early acoustic difference (EAD). Furthermore, an early difference (EAD in Figure 9-2 and 9-3, preceding the ERAN) was observed. Descriptively, it appeared as a difference in the ERP response to the irregular and the regular chord functions with a maximum amplitude around 160 ms. It had a positive polarity and its amplitude was larger in the anterior (left-anterior: M = 0.64 μV, SEM = 0.31 μV; right-anterior: M = 0.55 μV, SEM = 0.27 μV) compared to the posterior ROIs (left-posterior: M = 0.38 μV, SEM = 0.31 μV; right-posterior: M = 0.02 μV, SEM = 0.31 μV). Such difference was also observed in other experiments using the same paradigm in children (other experiments of this work) and adults (Koelsch et al.; even though it was not evaluated in these experiments; Koelsch et al., 2007). Its functional significance remains to be specified in more detail. An ANOVA with the withinsubject factors chord function, anterior-posterior distribution, and hemisphere and the between-subjects factor subgroup (Neapolitan sixth chords vs. supertonics as irregular chords) did not reveal any significant main effects or interactions with chord function. The main effect of chord function was approaching significance (F(1,67) = 3.72, p = 0.058). 9.4 Discussion The present experiment revealed that 2½-year old children process musical syntax comparable to older children and adults. The present data are the first evidence that an ERAN – reflecting the processing of musical syntax – is already established in 2½-year N5 ERAN
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Sebastian Jentschke: Neural Correla
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Gutachter der Arbeit Prof. Dr. Ange
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Table of contents 1 Introduction 1
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TABLE OF CONTENTS IX 7 Electroencep
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TABLE OF CONTENTS XI Abbreviations
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Zusammenfassung der wissenschaftlic
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1 Introduction Language and music a
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2 Music Perception Music is one of
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Music Perception 5 to her infant re
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Music Perception 7 chronize movemen
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Music Perception 9 at 5 years of ag
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Music Perception 11 keys related by
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Music Perception 13 Krumhansl and S
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Music Perception 15 tion. The proce
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Music Perception 17 MMN paradigms m
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Music Perception 19 In a study, emp
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Music Perception 21 2001a). Janata
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3 Musical Training Performing a pie
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Musical Training 25 Deliberate prac
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Musical Training 27 them to transfe
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Musical Training 29 can be found ev
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Musical Training 31 dition (and onl
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Musical Training 33 without substan
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Musical Training 35 such studies sh
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Musical Training 37 with regard to
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Music and Language 40 Brown (2000)
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Music and Language 42 ture (for a r
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Music and Language 44 Neural constr
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Music and Language 46 pitch registe
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Music and Language 48 functions. Th
Page 69 and 70: Music and Language 50 found from ve
Page 71 and 72: Language Perception 52 cross-langua
Page 73 and 74: Language Perception 54 ing that a w
Page 75 and 76: Language Perception 56 Perceptual g
Page 77 and 78: Language Perception 58 Social const
Page 79 and 80: Language Perception 60 Syntax After
Page 81 and 82: Language Perception 62 2002; Newpor
Page 83 and 84: Language Perception 64 Complex synt
Page 85 and 86: Language Perception 66 which these
Page 87 and 88: Language Perception 68 interaction
Page 89 and 90: Language Perception 70 only disrupt
Page 91 and 92: Language Perception 72 tic structur
Page 93 and 94: Specific Language Impairment 74 ind
Page 95 and 96: Specific Language Impairment 76 6.2
Page 97 and 98: Specific Language Impairment 78 6.3
Page 99 and 100: Specific Language Impairment 80 (Be
Page 101 and 102: Specific Language Impairment 82 ply
Page 103 and 104: Specific Language Impairment 84 mis
Page 105 and 106: Specific Language Impairment 86 the
Page 107 and 108: Electroencephalography and Event-Re
Page 109 and 110: Electroencephalography and Event-Re
Page 112: 8 Experiments I - IV: Introduction
Page 115 and 116: Experiment I 96 parents. 13 All chi
Page 117 and 118: Experiment I 98 patterns in short-t
Page 119: Experiment I 100 -1.02 μV, SEM =0.
Page 123 and 124: Experiment I 104 amplitude size of
Page 126 and 127: 10 Experiment II: Neural correlates
Page 128 and 129: Experiment II 109 Stimuli and parad
Page 130 and 131: Experiment II 111 tion of objects;
Page 132 and 133: Experiment II 113 amplitude in the
Page 134 and 135: Experiment II 115 as compared to no
Page 136 and 137: Experiment II 117 negative) amplitu
Page 138 and 139: Experiment II 119 expectancy of a r
Page 140 and 141: Experiment II 121 physical judgemen
Page 142 and 143: 11 Experiment III: Neural correlate
Page 144 and 145: Experiment III 125 periment IV - wh
Page 146 and 147: Experiment III 127 cational backgro
Page 148 and 149: Experiment III 129 due to a differe
Page 150 and 151: Experiment III 131 scalp sites. Pla
Page 152 and 153: Experiment III 133 of syntactic reg
Page 154 and 155: Experiment III 135 Even though desc
Page 156: Experiment III 137 ion than in the
Page 159 and 160: Experiment IV 140 cluded), [2] they
Page 161 and 162: Experiment IV 142 12.3 Results Coho
Page 163 and 164: Experiment IV 144 Figure 12-3 summa
Page 165 and 166: Experiment IV 146 p < 0.001). In th
Page 167 and 168: Experiment IV 148 tion cross vs. si
Page 169 and 170: Experiment IV 150 anterior: F(1,39)
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Experiment IV 152 An N5 usually fol
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13 Experiment I - IV: Development o
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Development of the Neural Correlate
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General Discussion 160 and Leonard,
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General Discussion 162 sent in the
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General Discussion 164 economic sta
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General Discussion 166 Friederici,
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General Discussion 168 year old chi
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Lists of figures and tables Figure
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References Abney, S. P. (1989). A c
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References 175 Bharucha, J. J., & S
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References 177 Brattico, E., Tervan
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References 179 Creel, S. C., Newpor
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References 181 Farrell, M. M., & Ph
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References 183 Friedrich, M., & Fri
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References 185 logie. Themenbereich
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References 187 Hoff, E., & Tian, C.
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References 189 Jones, M. R. (1982).
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References 191 Koelsch, S., & Siebe
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References 193 Leonard, L. B. (2000
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References 195 McMullen, E., & Saff
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References 197 Nobre, A. C., Coull,
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References 199 Peretz, I. (1990). P
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References 201 Roederer, J. (1984).
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References 203 Schöler, H. (2004).
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References 205 Sluming, V., Brooks,
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References 207 Thompson, W. F., Sch
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References 209 Trehub, S. E. (2003c
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References 211 Weinert, S. (1991).
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Appendix A-2 014 incorrect Das Nilp
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Appendix A-4 044 correct Der Rasen
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Appendix A-6 073 incorrect Die Medi
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Curriculum vitae Sebastian Jentschk
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Selbstständigkeitserklärung Hierm
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MPI Series in Human Cognitive and B
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32 André J. Szameitat Die Funktion
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63 Ann Pannekamp Prosodische Inform
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96 Marcel Braß Das inferior fronta
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