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

More documents

Recommendations

Info

Experiment II 111 tion of objects; only for 5-year-olds). “Gestalt closure” did not conform to a normal distribution and for “Face recognition” only few measurements were acquired. These variables were therefore not included in the evaluation. EEG recording and processing The configuration of the channels used for EEG recording did slightly differ from that in Experiment I: 22 EEG data were recorded from 23 scalp locations (FP1, FP2, F7, F3, FZ, F4, F8, FC3, FC4, T7, C3, CZ, C4, T8, CP5, CP6, P7, P3, PZ, P4, P8, O1, O2) and 5 further locations on the head (NOSE, H+, H��xactly the same as in Experiment I. Statistical evaluation For the statistical evaluation of the ERPs, four regions of interest (ROIs) were computed: left-anterior (F3, F7, FC3), right-anterior (F4, F8, FC4), left-posterior (P3, T7, CP5), and right-posterior (P4, T8, CP6). To guarantee that both groups did not differ in their primary auditory processing, the onset of the first chord of the sequence was evaluated. Two time windows were used in this analysis: [1] 0 to 100 ms, and [2] 100 to 200 ms. Statistical evaluation was performed with mixed-model ANOVAs for repeated measurements containing the within-subject factors time window (0 to 100 ms vs. 100 to 200 ms), anterior-posterior distribution, and hemisphere (left vs. right) and the between-subjects factor subgroup (TLD vs. SLI). For the comparison of the irregular supertonics and the regular tonics four time windows were used (relative to stimulus onset): [1] 230 to 350 ms (ERAN), [2] 500 to 700 ms (N5), [3] 100 to 180 ms (early difference in the SLI group around 100 to 200 ms; due to an overlap with the beginning of the ERAN the time window was set to 100 to 180 ms), and [4] 800 to 1000 ms (late difference in the SLI group). All time windows were centred on the peak of the components. Two time windows were set to the peak of ERP components, consistently elicited by violations of musical syntax (see, e.g., Koelsch et al., 2003; Koelsch et al., 2000): the ERAN [1] and the N5 [2]. Two other time windows ([3], [4]) were suggested by visual inspection of the ERPs. Outliers in the data were detected and removed (by means of the SPSS procedure EXAM- INE) in order to guarantee for normality of the data. Thereafter, a Kolmogorov-Smirnov test revealed that the variables in the analyses did not deviate from a standard normal distribution (0.383 ��p ��edian = 0.853). 22 The children in Experiment I participated in the German Language Devleopment (GLaD) study. Their EEG measurements were, thus, performed in Berlin. The measurement of the older age groups (Experiment II to IV) took place at the Max Planck Institute for Human Cognitive and Brain Sciences in Leipzig.
Experiment II 112 The statistical analysis was performed in two steps: In a first step, the ERPs of both subgroups were statistically evaluated by mixed-model ANOVAs for repeated measures containing the within-subject factors chord function (tonic vs. supertonic), anteriorposterior distribution, and hemisphere (left vs. right), as well as the between-subjects factor subgroup (TLD vs. SLI). The results of these ANOVAs are summarized in Table 10-1. As “chord function” was the factor that was experimentally manipulated only main effects and interactions with this factor will be mentioned in the “Results” section. Whenever the interaction of chord function × subgroup was significant, in a second step, two further ANOVAs were computed for each group of children separately. The ANOVAs had the same within-subject factors as above and tested which effects are significant in each group. Within all ANOVAs, user-defined contrasts were computed. They were used to specify the ROIs at which the difference between the two chord functions was significant. Correlation analyses were used to investigate the relation between the ERP indicators of music-syntactic processing and the behavioural measures of linguistic abilities, musical skills, and non-verbal intelligence. Due to the bimodal distribution of the most variables (i.e., to the relatively distinct values in the two groups) non-parametric (Spearman) correlations were used. Finally, by means of a linear discriminant analysis, it was tested whether the children in the two groups (TLD or SLI) could be classified according to the amplitudes of their ERP responses. 10.3 Results To ensure that difficulties of children with SLI in their processing of musical syntax are not due to deficiencies in primary auditory processing, the ERP response to the onset of the first chord of the chord sequence was evaluated (see Figure 10-2). Figure 10-2 ERP responses to the onset of the first chord in the sequence: Children with typical language development (red solid lines) were compared to children with specific language impairment (blue solid lines) No differences in the ERP responses reflecting early stages of auditory processing were observed between the children of both groups (TLD vs. SLI). In both groups, the amplitude of the ERP response was larger at anterior scalp sites and had essentially the same
Page 1 and 2:
Sebastian Jentschke: Neural Correla
Page 3 and 4:
Gutachter der Arbeit Prof. Dr. Ange
Page 6 and 7:
Table of contents 1 Introduction 1
Page 8 and 9:
TABLE OF CONTENTS IX 7 Electroencep
Page 10:
TABLE OF CONTENTS XI Abbreviations
Page 13 and 14:
Zusammenfassung der wissenschaftlic
Page 15 and 16:
Page 17 and 18:
Page 20 and 21:
1 Introduction Language and music a
Page 22 and 23:
2 Music Perception Music is one of
Page 24 and 25:
Music Perception 5 to her infant re
Page 26 and 27:
Music Perception 7 chronize movemen
Page 28 and 29:
Music Perception 9 at 5 years of ag
Page 30 and 31:
Music Perception 11 keys related by
Page 32 and 33:
Music Perception 13 Krumhansl and S
Page 34 and 35:
Music Perception 15 tion. The proce
Page 36 and 37:
Music Perception 17 MMN paradigms m
Page 38 and 39:
Music Perception 19 In a study, emp
Page 40 and 41:
Music Perception 21 2001a). Janata
Page 42 and 43:
3 Musical Training Performing a pie
Page 44 and 45:
Musical Training 25 Deliberate prac
Page 46 and 47:
Musical Training 27 them to transfe
Page 48 and 49:
Musical Training 29 can be found ev
Page 50 and 51:
Musical Training 31 dition (and onl
Page 52 and 53:
Musical Training 33 without substan
Page 54 and 55:
Musical Training 35 such studies sh
Page 56:
Musical Training 37 with regard to
Page 59 and 60:
Music and Language 40 Brown (2000)
Page 61 and 62:
Music and Language 42 ture (for a r
Page 63 and 64:
Music and Language 44 Neural constr
Page 65 and 66:
Music and Language 46 pitch registe
Page 67 and 68:
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 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 126 and 127: 10 Experiment II: Neural correlates
Page 128 and 129: Experiment II 109 Stimuli and parad
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
Page 176: Development of the Neural Correlate
Page 179 and 180: General Discussion 160 and Leonard,
Page 181 and 182:
General Discussion 162 sent in the
Page 183 and 184:
General Discussion 164 economic sta
Page 185 and 186:
General Discussion 166 Friederici,
Page 187 and 188:
General Discussion 168 year old chi
Page 190 and 191:
Lists of figures and tables Figure
Page 192 and 193:
References Abney, S. P. (1989). A c
Page 194 and 195:
References 175 Bharucha, J. J., & S
Page 196 and 197:
References 177 Brattico, E., Tervan
Page 198 and 199:
References 179 Creel, S. C., Newpor
Page 200 and 201:
References 181 Farrell, M. M., & Ph
Page 202 and 203:
References 183 Friedrich, M., & Fri
Page 204 and 205:
References 185 logie. Themenbereich
Page 206 and 207:
References 187 Hoff, E., & Tian, C.
Page 208 and 209:
References 189 Jones, M. R. (1982).
Page 210 and 211:
References 191 Koelsch, S., & Siebe
Page 212 and 213:
References 193 Leonard, L. B. (2000
Page 214 and 215:
References 195 McMullen, E., & Saff
Page 216 and 217:
References 197 Nobre, A. C., Coull,
Page 218 and 219:
References 199 Peretz, I. (1990). P
Page 220 and 221:
References 201 Roederer, J. (1984).
Page 222 and 223:
References 203 Schöler, H. (2004).
Page 224 and 225:
References 205 Sluming, V., Brooks,
Page 226 and 227:
References 207 Thompson, W. F., Sch
Page 228 and 229:
References 209 Trehub, S. E. (2003c
Page 230:
References 211 Weinert, S. (1991).
Page 233 and 234:
Appendix A-2 014 incorrect Das Nilp
Page 235 and 236:
Appendix A-4 044 correct Der Rasen
Page 237 and 238:
Appendix A-6 073 incorrect Die Medi
Page 240 and 241:
Curriculum vitae Sebastian Jentschk
Page 242:
Selbstständigkeitserklärung Hierm
Page 246 and 247:
MPI Series in Human Cognitive and B
Page 248 and 249:
32 André J. Szameitat Die Funktion
Page 250 and 251:
63 Ann Pannekamp Prosodische Inform
Page 252:
96 Marcel Braß Das inferior fronta
show all

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

Create successful ePaper yourself

Delete template?

Save as template?