Perspectives on the rhythm–grammar link and its implications for typical and atypical language development
Identifieur interne : 000D23 ( Ncbi/Merge ); précédent : 000D22; suivant : 000D24Perspectives on the rhythm–grammar link and its implications for typical and atypical language development
Auteurs : Reyna L. Gordon [États-Unis] ; Magdalene S. Jacobs [États-Unis] ; C. Melanie Schuele [États-Unis] ; J. Devin McauleySource :
- Annals of the New York Academy of Sciences [ 0077-8923 ] ; 2015.
Abstract
This paper reviews the mounting evidence for shared cognitive mechanisms and neural resources for rhythm and grammar. Evidence for a role of rhythm skills in language development and language comprehension is reviewed here in three lines of research: (a) behavioral and brain data from adults and children, showing that prosody and other aspects of timing of sentences influence online morpho-syntactic processing; (b) co-morbidity of impaired rhythm with grammatical deficits in children with language impairment; and (c) our recent work showing a strong positive association between rhythm perception skills and expressive grammatical skills in young school-age children with typical development. Our preliminary follow-up study presented here revealed that musical rhythm perception predicted variance in six-year-old children’s production of complex syntax, as well as online reorganization of grammatical information (transformation); these data provide an additional perspective on the hierarchical relations potentially shared by rhythm and grammar. A theoretical framework for shared cognitive resources for the role of rhythm in perceiving and learning grammatical structure is elaborated on in light of potential implications for using rhythm-emphasized musical training to improve language skills in children.
Url:
DOI: 10.1111/nyas.12683
PubMed: 25773612
PubMed Central: 4794983
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<front><div type="abstract" xml:lang="en"><p id="P1">This paper reviews the mounting evidence for shared cognitive mechanisms and neural resources for rhythm and grammar. Evidence for a role of rhythm skills in language development and language comprehension is reviewed here in three lines of research: (a) behavioral and brain data from adults and children, showing that prosody and other aspects of timing of sentences influence online morpho-syntactic processing; (b) co-morbidity of impaired rhythm with grammatical deficits in children with language impairment; and (c) our recent work showing a strong positive association between rhythm perception skills and expressive grammatical skills in young school-age children with typical development. Our preliminary follow-up study presented here revealed that musical rhythm perception predicted variance in six-year-old children’s production of complex syntax, as well as online reorganization of grammatical information (transformation); these data provide an additional perspective on the hierarchical relations potentially shared by rhythm and grammar. A theoretical framework for shared cognitive resources for the role of rhythm in perceiving and learning grammatical structure is elaborated on in light of potential implications for using rhythm-emphasized musical training to improve language skills in children.</p>
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<aff id="A1"><label>1</label>
Department of Otolaryngology, Vanderbilt University School of Medicine, Nashville, Tennessee</aff>
<aff id="A2"><label>2</label>
Vanderbilt Kennedy Center, Vanderbilt University, Nashville, Tennessee</aff>
<aff id="A3"><label>3</label>
Department of Hearing and Speech Sciences, Vanderbilt University School of Medicine, Nashville, Tennessee</aff>
<aff id="A4"><label>4</label>
Department of Psychology and Neuroscience Program, Michigan State University, East Lansing, Michgan</aff>
<author-notes><corresp id="FN1">Address for corresponding author: Reyna L. Gordon, Vanderbilt Kennedy Center, 230 Appleton Place, PMB 74, Nashville, TN 37203. <email>reyna.gordon@alumni.usc.edu</email>
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<fn id="FN2" fn-type="equal"><label>a</label>
<p>R.L.G. and M.S.J. contributed equally to this work.</p>
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<pmc-comment>elocation-id from pubmed: 10.1111/nyas.12683</pmc-comment>
<abstract><p id="P1">This paper reviews the mounting evidence for shared cognitive mechanisms and neural resources for rhythm and grammar. Evidence for a role of rhythm skills in language development and language comprehension is reviewed here in three lines of research: (a) behavioral and brain data from adults and children, showing that prosody and other aspects of timing of sentences influence online morpho-syntactic processing; (b) co-morbidity of impaired rhythm with grammatical deficits in children with language impairment; and (c) our recent work showing a strong positive association between rhythm perception skills and expressive grammatical skills in young school-age children with typical development. Our preliminary follow-up study presented here revealed that musical rhythm perception predicted variance in six-year-old children’s production of complex syntax, as well as online reorganization of grammatical information (transformation); these data provide an additional perspective on the hierarchical relations potentially shared by rhythm and grammar. A theoretical framework for shared cognitive resources for the role of rhythm in perceiving and learning grammatical structure is elaborated on in light of potential implications for using rhythm-emphasized musical training to improve language skills in children.</p>
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