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

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Lists of figures and tables Figure 2-1 Representation of key maps either unfolded (left) or on the surface of a torus (right) 11 Figure 2-2 Neurocognitive model of music perception 16 Figure 4-1 “Musilanguage Model” 40 Figure 4-2 Model specifying three levels of interaction between music and language in the brain: sharing, parallelism, or distinction. 41 Figure 5-1 Schematic overview of the developmental stages of auditory language perception and the ERP correlates that provide the possibility to investigate phonological, semantic and syntactic processes 53 Figure 5-2 Neurocognitive model of auditory language comprehension 65 Figure 7-1 Electrode positions of the Internationational 10-20 system 88 Figure 7-2 Schematic overview of recording and processing an EEG 90 Figure 9-1 Examples of the musical stimuli from Experiment I 96 Figure 9-2 Grand-average ERP waveforms in the subgroup in which the supertonics were used as irregular chords (2½-year old children) 101 Figure 9-3 Grand-average ERP waveforms in the subgroup in which the Neapolitan sixth chords were used as irregular chords (2½-year-olds) 102 Figure 10-1 Overview of the chord sequences used in Experiment II – IV 109 Figure 10-2 ERP responses to the onset of the first chord in the sequence 112 Figure 10-3 ERP responses to the irregular compared to the regular chords – 5-year old children 113 Figure 10-4 Scalp topography of the investigated ERP components (ERAN and N5) – 5-year old children 114 Figure 11-1 Examples of the sentence types used in the language experiment (Experiment III and IV) 126 Figure 11-2 ERPs from the music and the language experiment – 9-year old children 131 Figure 11-3 Scalp topographies of the investigated ERP components (ERAN, N5, and LSN) – 9-year old children 132 Figure 12-1 ERPs from the music and the language experiment – 11-year old children 143 Figure 12-2 Scalp topographies of the investigated ERP components (ERAN, N5, ELAN, and LSN) – 11-year old children 144 Figure 12-3 Summary of the results from Experiment IV – 11-year-olds 151 Figure 13-1 Developmental course of the amplitude size of ERAN and N5 155
Lists of figures and tables 172 Table 10-1 Overview of the results from the ANOVAs – 5-year old children 115 Table 10-2 Correlations for the amplitudes of the ERAN, and the N5 with measures of linguistic abilities, non-verbal intelligence, and musical abilities 117 Table 11-1 Socio-economic status and the education of the parents as well as the verbal IQ of the 9-year old children 129 Table 11-2 Overview of the results of the ANOVAs – 9-year old children 133 Table 12-1 Socio-economic status and the education of the parents as well as the verbal IQ of the 11-year old children 142 Table 12-2 Overview of the results of the ANOVAs – 11-year old children 146 Table 14-1 Summary of the main results of the present work 162
Page 1 and 2:
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
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Experiment II 111 tion of objects;
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Experiment II 113 amplitude in the
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Experiment II 115 as compared to no
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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 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
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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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