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10 Experiment II: Neural correlates of processing musical syntax in 5-year old children with either Specific Language Impairment or typical language development 10.1 Introduction and Hypotheses The present experiment compared music-syntactic processing in children with typical language development (TLD) and with specific language impairment (SLI). The strong relation of music and language (see the chapter “Music and Language”), specifically the strong overlap in the neural resources for music- and linguistic-syntactic processing is a central topic for all experiments in this work. Both the processing of musical and linguistic syntax involve the inferior frontal gyrus and the (anterior) superior temporal gyrus (see the chapters “Music and Language”, “Music Perception”, and “Language Perception”). In addition, the importance of the musical aspects of language (i.e., its prosody) in language acquisition is widely acknowledged (see the chapter “Music and Language”), and there is evidence for comparable mechanisms and constraints in the acquisition of both, music and language (see chapter “Music and Language”; also cf. Kuhl, 2004; McMullen & Saffran, 2004). Further, deficiencies in processing linguistic syntax are one of the main characteristics of children with SLI (see chapter “Specific Language Impairment”). Considering these aspects, one may hypothesize that the commonalities of music and language, the overlap in the neural resources and the difficulties of these children with linguistic-syntactic processing may lead to comparable deficiencies for the processing of musical syntax children with SLI. The present study was designed to specify, [1] how the neural correlates reflecting processing of musical syntax develop during childhood, and [2] in how far these neural correlates interact with the occurrence of SLI. It was expected that 5-year old children with SLI would not show ERP responses that reflect the processing of musical syntax. In contrast, it was expected that the neural correlates of music-syntactic processing will be established in the children with TLD.
Experiment II 108 10.2 Method Participants Two groups of 5-year old children with either TLD or SLI were compared. 19 All children were right-handed (according to the Edinburgh Handedness Inventory; Oldfield, 1971) native speakers of German. Their parents signed a written informed consent to allow them to participate in the experiment. Children received a gift (e.g., a book, a game, a CD, etc.; value approx. 10.00 €) and a cuddly toy for their participation. The parents received a compensation for their expenses (7.50 €). The children with SLI (N = 21) were recruited in a kindergarten for special education where they were treated in order to improve their language skills. Before entering the kindergarten, the children were screened for intelligence, language abilities, normal hearing and neurological deficits by a public health officer and the speech therapists at the kindergarten. Only children for which parents and teachers reported normal hearing and no history of hearing disease were included. Children were excluded, if [1] the EEG measurement could not be evaluated (due to many artefacts; 1 girl excluded), [2] the amplitudes of their ERP responses were outliers compared to the distribution in both groups (1 boy excluded; see “Statistical evaluation”), [3] they had less than 70 IQ points in the non-verbal part of the Kaufman Assessment Battery for Children (K-ABC; Kaufman, Kaufman, & Melchers, 1994; 1 girl excluded), or [4] they were not at least 1.5 SD below the mean of the population in any subtest of a language development test (SETK 3-5; Grimm et al., 2001; 2 boys excluded). Some researchers argue in favour of a further criterion: values in any subtest of the language screening should be more than 1.0 SD below the nonverbal IQ. Therefore, a separate analysis was conducted in which children who did fulfil this criterion (1 girl and 1 boy) were temporarily excluded. Since the pattern of results was similar, these children were re-included to improve the statistical power in further analyses. All in all, the data of 15 children with SLI were evaluated (4;8 to 5;11 years old, mean = 5;2 years; 8 boys, 7 girls). The children of the TLD group (N = 24) were recruited from public nursery schools in Leipzig. The same criteria for inclusion and exclusion were applied: 3 children were excluded due to criterion [1] and 1 girl was excluded due to criterion [2]. In this group, the data of 20 children were evaluated (4;3 to 5;11 years old, mean = 5;3 years; 9 boys, 11 girls). 19 Children were between 4 and 5 year old, and had a mean age of around 5 years. For the sake of brevity, they are termed 5-year old children. The same applies for the older age groups (9- and 11-year old children).
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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
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Music and Language 50 found from ve
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Language Perception 52 cross-langua
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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 and 120: Experiment I 100 -1.02 μV, SEM =0.
Page 121 and 122: Experiment I 102 EAD Figure 9-3 Gra
Page 123 and 124: Experiment I 104 amplitude size of
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)
Page 171 and 172: Experiment IV 152 An N5 usually fol
Page 174 and 175: 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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