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

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General Discussion 161 fered between the two groups. In the language experiment, an ELAN was not present in any of the two groups. 32 The amplitude of the later sustained negativity (LSN; which reflects a violation of the linguistic syntax and is regarded as a precursor of the ELAN in children) did not differ between the two groups (MT vs. NM). This indicates that the relatively short period of musical training might not be sufficient to evoke transfer effects between music-syntactic and linguistic-syntactic processing (that would be indicated by differences in the ERP responses between the two groups). Influences of the education and the socio-economic status of the parents and the intelligence of the children were statistically controlled – correlation analyses revealed no interaction of these factors with the amplitudes of the ERP components that were investigated. Experiment IV investigated the processing of musical and linguistic syntax in 11-year old children that were either musically trained (N = 21) or not (N = 20). The experimental paradigm was the same as in Experiment III. Two main findings were obtained in this experiment: Firstly, an enlarged amplitude size of the ERAN was found in MT children compared to the NM children (similar to the results in Experiment III). Secondly, a group difference was observed in the neural correlates of the processing of linguistic syntax: for children with MT both a significant ELAN amplitude size as well as a significantly enlarged amplitude size of the LSN was found. Most remarkably, an ELAN was present in the group of children with MT but not in the group of children with NM. That is, musical training may lead to earlier established processes of fast and automatic structure building that are reflected in the ELAN. In addition, the amplitude size of the LSN was enlarged in MT children. Both findings suggest that musical training may not only leads to an improved music-syntactic processing but also to a similar improvement for linguistic- syntactic processing. This again, emphasizes the strong overlap of the neural correlates of musical and linguistic syntax processing. Some accounts to this difference will be discussed in more detail below (see 14.3). Most presumably, these differences in the ERP responses between the two groups of children (MT vs. NM) can not be accounted for by external variables as the education and the socio-economic status of their parents or the intelligence of the children – these variables were matched and did not differ between the two groups. Table 14-1 provides an overview of the investigated ERP components and if these were observed in the different subgroups and age groups. Both, ERAN and N5 reflect musicsyntactic processing. An ERAN was found in the children of all age groups. It was ab- 32 It should be mentioned that we did not expect to find an ELAN because this ERP component was demonstrated to develop for sentences with passive mode construction until around 13 years of age (cf. Hahne et al., 2004).
General Discussion 162 sent in the children with specific language impairment. The ERAN amplitude in 9- and 11-year old MT children was significantly larger than in NM children. An N5 was not present in 2½-year old children, but in all children of the older age groups (5-, 9-, and 11-year-olds). It was not present either in the children with SLI. As expected, musical training did not influence the amplitude size of the N5. The ELAN and the LSN reflect linguistic-syntactic processing. The LSN is regarded as a precursor of the ELAN, which reflects fast and automatic structure building processes. The LSN reflects the detection of a syntactic violation during the period in which the ELAN develops (cf. Hahne et al., 2004). In accordance, an ELAN was not observed in the 9-year old children. In the 11year old children an ELAN was demonstrated, but only in the MT children. The LSN was present in 9- and 11-year old children. In the 9-year old children its amplitude size did not differ between children with MT and with NM. In contrast, for the 11-year old children with MT the LSN amplitude was significantly larger than in children with NM. It may be assumed that the amount of musical training the 9-year old children received was not sufficient to evoke the transfer effects that were found in the 11-year old children. Table 14-1 Summary of the main results of the present work: In 2½- and 5-year old children the processing of musical syntax was investigated (reflected in the ERP components ERAN and the N5; the table cells for the language ERP components are empty) whereas in 9- and 11-year old children the processing of musical and linguistic syntax (reflected in the ERP components ELAN and LSN) was compared. Experiment ERAN N5 ELAN LSN I 2½-year old N – children not investigated II 5-year old children N, S N, S III 9-year old children M > N M = N – M = N IV 11-year old children M > N M = N M M > N NOTE: The capitals in the table cells denote in which of the different groups of children the investigated ERP components were significant. “N” denotes the children with typical language development and without musical training, “M” the children with musical training, and “S” children with SLI. “=” indicates that the amplitude of the respective ERP component was of the same size in both groups, “>” that the component was significantly larger in one group.
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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
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Language Perception 70 only disrupt
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Language Perception 72 tic structur
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Specific Language Impairment 74 ind
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Specific Language Impairment 76 6.2
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Specific Language Impairment 78 6.3
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Specific Language Impairment 80 (Be
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Specific Language Impairment 82 ply
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Specific Language Impairment 84 mis
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Specific Language Impairment 86 the
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Electroencephalography and Event-Re
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Electroencephalography and Event-Re
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8 Experiments I - IV: Introduction
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Experiment I 96 parents. 13 All chi
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Experiment I 98 patterns in short-t
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Experiment I 100 -1.02 μV, SEM =0.
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Experiment I 102 EAD Figure 9-3 Gra
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Experiment I 104 amplitude size of
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10 Experiment II: Neural correlates
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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
Page 176: Development of the Neural Correlate
Page 179: General Discussion 160 and Leonard,
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
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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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