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Experiment II 121 physical judgements. In contrast, children with SLI may primarily rely on the acoustical process and have deficiencies in the cognitive process (which is indicated by their lack of an ERAN and an N5). The ability to detect invariant aspects of the structural relations within the elements of the sequences (e.g., chords or tones) might be deficient in SLI children. This ability is essential for the acquisition of implicit knowledge of musical syntax. This knowledge provides the basis for the cognitive operations involved in syntax processing. Moreover, these processes appear in direct succession and their onset is overlapping in time: the acoustic process around 100 to 200 ms, the cognitive process (reflected by the ERAN) around 230 to 350 ms. As the observed ERP components have a different polarity, the onset of the ERAN may reduce the amplitude size of the early acoustic difference. Somewhat contrasting with the assumption that children with SLI may merely rely on the acoustical process is the lack of a difference between children with SLI and children with TLD in their ERP responses to the first chord of the sequence: For the initial 200 ms of the first chord no difference between the two groups was found (neither a main effect nor any of the interactions with subgroup were significant). It should be emphasized that the lack of finding a different ERP response to the onset of the chord sequence and the above made assumptions differ with regard to the processes that underlie them: At the onset of the chord sequence there is no memory representation of preceding chords in echoic memory (because the preceding sequence was finished and followed by a silent interval) whereas the acoustic process mentioned above builds upon these echoic memory representations. However, even though the above made reasoning is consistent, it remains speculative. Thus, this early effect should be replicated and confirmed, and its functional significance remains to be specified in further studies. Unfortunately, no correlations of the amplitude of the early acoustic difference with other behavioural measures were found. Such correlation would have allowed getting an idea of what cognitive processes are related to this early acoustic difference. The results of this experiment can be summarized focussing on underlying memory processes and the commonalities of language and music. These accounts do not exclude each other. Firstly, the memory deficiencies contributing to the differences between children with TLD and with SLI might be related to a deficit of the procedural memory system in children with SLI (Ullman & Pierpont, 2005). Further, some of the correlations with the ERAN amplitude emphasize the importance of working memory functions for music-syntactic processing: A prerequisite to comprehend a musical or a sentential phrase is to hold the elements of this phrase in memory and to build relations between these elements in order to detect the underlying structure, to group these ele-
Experiment II 122 ments together, and to build a coherent percept. It is conceivable that children with SLI are impaired with regard to these processes, which may lead to their deficiencies in both, processing of musical and linguistic syntax. Secondly, the present results may reflect that children with SLI may demonstrate comparable difficulties when processing musical and linguistic syntax because comparable neuronal networks underlie these processes. On a more abstract level, the results of the present study (especially the correlations of the ERAN amplitude with behavioural measures from different domains) might be accounted for by assuming a common underlying factor related to processing and storing ordered sequences which rely on structures and regularities. As pointed out (see chapter “Music and Language”), the inferior frontal gyrus (IFG) can be assumed to be a neural basis for these processes. Specifically, the correlations of the ERAN amplitude with all subtests of the language development test are taken to reflect the strong neural overlap when dealing with linguistic and musical syntax. These abilities, essential for both domains, might be disturbed in children with SLI leading to the difficulties of these children for language as well as music. The perception of music might implicitly train certain parts of the language network and could therefore be an important contribution for the treatment of SLI. A more detailed discussion of these issues will be provided in the “General Discussion”. Thirdly, these correlations of the ERAN amplitude with the language development test may also be an indicator for the importance of musical elements in early language acquisition in children. It has been hypothesized that music and speech are intimately connected in early life (Trehub, 2003c), and that musical elements pave the way to linguistic capacities (Fernald, 1989; Papoušek, 1996). 10.5 Conclusion The main finding of this experiment is the absence of ERP indicators of music-syntactic processing (ERAN and N5) in children with SLI whereas these indicators are present in children with TLD. This indicates that the deficiencies with syntactic processing in language, commonly found in children with SLI, were also observed for the processing of musical syntax. The most likely explanation for these finding are the shared neural resources that underlie these processes.
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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
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Language Perception 56 Perceptual g
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Language Perception 58 Social const
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Language Perception 60 Syntax After
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Language Perception 62 2002; Newpor
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Language Perception 64 Complex synt
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Language Perception 66 which these
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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 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 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
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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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