OperaV1, Pmc, Curation, bibRecord, 000D66

Perspectives on the rhythm–grammar link and its implications for typical and atypical language development

Identifieur interne : 000D66 ( Pmc/Curation ); précédent : 000D65; suivant : 000D67

Perspectives 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 Mcauley

Source :

Annals of the New York Academy of Sciences [ 0077-8923 ] ; 2015.

RBID : PMC:4794983

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:

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4794983

DOI: 10.1111/nyas.12683
PubMed: 25773612
PubMed Central: 4794983

Links toward previous steps (curation, corpus...)

to stream Pmc, to step Corpus: Pour aller vers cette notice dans l'étape Curation :000D66

Links to Exploration step

PMC:4794983

Curation

No country items

J. Devin Mcauley

<affiliation><nlm:aff id="A4">Department of Psychology and Neuroscience Program, Michigan State University, East Lansing, Michgan</nlm:aff>
<wicri:noCountry code="subfield">Michgan</wicri:noCountry>
</affiliation>

Le document en format XML

<record><TEI><teiHeader><fileDesc><titleStmt><title xml:lang="en">Perspectives on the rhythm–grammar link and its implications for typical and atypical language development</title>
<author><name sortKey="Gordon, Reyna L" sort="Gordon, Reyna L" uniqKey="Gordon R" first="Reyna L." last="Gordon">Reyna L. Gordon</name>
<affiliation wicri:level="2"><nlm:aff id="A1">Department of Otolaryngology, Vanderbilt University School of Medicine, Nashville, Tennessee</nlm:aff>
<country xml:lang="fr">États-Unis</country>
<placeName><region type="state">Tennessee</region>
</placeName>
<wicri:cityArea>Department of Otolaryngology, Vanderbilt University School of Medicine, Nashville</wicri:cityArea>
</affiliation>
<affiliation wicri:level="2"><nlm:aff id="A2">Vanderbilt Kennedy Center, Vanderbilt University, Nashville, Tennessee</nlm:aff>
<country xml:lang="fr">États-Unis</country>
<placeName><region type="state">Tennessee</region>
</placeName>
<wicri:cityArea>Vanderbilt Kennedy Center, Vanderbilt University, Nashville</wicri:cityArea>
</affiliation>
</author>
<author><name sortKey="Jacobs, Magdalene S" sort="Jacobs, Magdalene S" uniqKey="Jacobs M" first="Magdalene S." last="Jacobs">Magdalene S. Jacobs</name>
<affiliation wicri:level="2"><nlm:aff id="A3">Department of Hearing and Speech Sciences, Vanderbilt University School of Medicine, Nashville, Tennessee</nlm:aff>
<country xml:lang="fr">États-Unis</country>
<placeName><region type="state">Tennessee</region>
</placeName>
<wicri:cityArea>Department of Hearing and Speech Sciences, Vanderbilt University School of Medicine, Nashville</wicri:cityArea>
</affiliation>
</author>
<author><name sortKey="Schuele, C Melanie" sort="Schuele, C Melanie" uniqKey="Schuele C" first="C. Melanie" last="Schuele">C. Melanie Schuele</name>
<affiliation wicri:level="2"><nlm:aff id="A3">Department of Hearing and Speech Sciences, Vanderbilt University School of Medicine, Nashville, Tennessee</nlm:aff>
<country xml:lang="fr">États-Unis</country>
<placeName><region type="state">Tennessee</region>
</placeName>
<wicri:cityArea>Department of Hearing and Speech Sciences, Vanderbilt University School of Medicine, Nashville</wicri:cityArea>
</affiliation>
</author>
<author><name sortKey="Mcauley, J Devin" sort="Mcauley, J Devin" uniqKey="Mcauley J" first="J. Devin" last="Mcauley">J. Devin Mcauley</name>
<affiliation><nlm:aff id="A4">Department of Psychology and Neuroscience Program, Michigan State University, East Lansing, Michgan</nlm:aff>
<wicri:noCountry code="subfield">Michgan</wicri:noCountry>
</affiliation>
</author>
</titleStmt>
<publicationStmt><idno type="wicri:source">PMC</idno>
<idno type="pmid">25773612</idno>
<idno type="pmc">4794983</idno>
<idno type="url">http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4794983</idno>
<idno type="RBID">PMC:4794983</idno>
<idno type="doi">10.1111/nyas.12683</idno>
<date when="2015">2015</date>
<idno type="wicri:Area/Pmc/Corpus">000D66</idno>
<idno type="wicri:Area/Pmc/Curation">000D66</idno>
</publicationStmt>
<sourceDesc><biblStruct><analytic><title xml:lang="en" level="a" type="main">Perspectives on the rhythm–grammar link and its implications for typical and atypical language development</title>
<author><name sortKey="Gordon, Reyna L" sort="Gordon, Reyna L" uniqKey="Gordon R" first="Reyna L." last="Gordon">Reyna L. Gordon</name>
<affiliation wicri:level="2"><nlm:aff id="A1">Department of Otolaryngology, Vanderbilt University School of Medicine, Nashville, Tennessee</nlm:aff>
<country xml:lang="fr">États-Unis</country>
<placeName><region type="state">Tennessee</region>
</placeName>
<wicri:cityArea>Department of Otolaryngology, Vanderbilt University School of Medicine, Nashville</wicri:cityArea>
</affiliation>
<affiliation wicri:level="2"><nlm:aff id="A2">Vanderbilt Kennedy Center, Vanderbilt University, Nashville, Tennessee</nlm:aff>
<country xml:lang="fr">États-Unis</country>
<placeName><region type="state">Tennessee</region>
</placeName>
<wicri:cityArea>Vanderbilt Kennedy Center, Vanderbilt University, Nashville</wicri:cityArea>
</affiliation>
</author>
<author><name sortKey="Jacobs, Magdalene S" sort="Jacobs, Magdalene S" uniqKey="Jacobs M" first="Magdalene S." last="Jacobs">Magdalene S. Jacobs</name>
<affiliation wicri:level="2"><nlm:aff id="A3">Department of Hearing and Speech Sciences, Vanderbilt University School of Medicine, Nashville, Tennessee</nlm:aff>
<country xml:lang="fr">États-Unis</country>
<placeName><region type="state">Tennessee</region>
</placeName>
<wicri:cityArea>Department of Hearing and Speech Sciences, Vanderbilt University School of Medicine, Nashville</wicri:cityArea>
</affiliation>
</author>
<author><name sortKey="Schuele, C Melanie" sort="Schuele, C Melanie" uniqKey="Schuele C" first="C. Melanie" last="Schuele">C. Melanie Schuele</name>
<affiliation wicri:level="2"><nlm:aff id="A3">Department of Hearing and Speech Sciences, Vanderbilt University School of Medicine, Nashville, Tennessee</nlm:aff>
<country xml:lang="fr">États-Unis</country>
<placeName><region type="state">Tennessee</region>
</placeName>
<wicri:cityArea>Department of Hearing and Speech Sciences, Vanderbilt University School of Medicine, Nashville</wicri:cityArea>
</affiliation>
</author>
<author><name sortKey="Mcauley, J Devin" sort="Mcauley, J Devin" uniqKey="Mcauley J" first="J. Devin" last="Mcauley">J. Devin Mcauley</name>
<affiliation><nlm:aff id="A4">Department of Psychology and Neuroscience Program, Michigan State University, East Lansing, Michgan</nlm:aff>
<wicri:noCountry code="subfield">Michgan</wicri:noCountry>
</affiliation>
</author>
</analytic>
<series><title level="j">Annals of the New York Academy of Sciences</title>
<idno type="ISSN">0077-8923</idno>
<idno type="e-ISSN">1749-6632</idno>
<imprint><date when="2015">2015</date>
</imprint>
</series>
</biblStruct>
</sourceDesc>
</fileDesc>
<profileDesc><textClass></textClass>
</profileDesc>
</teiHeader>
<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>
</div>
</front>
</TEI>
<pmc article-type="research-article"><pmc-comment>The publisher of this article does not allow downloading of the full text in XML form.</pmc-comment>
  <pmc-dir>properties manuscript</pmc-dir>
  <front><journal-meta><journal-id journal-id-type="nlm-journal-id">7506858</journal-id>
<journal-id journal-id-type="pubmed-jr-id">611</journal-id>
<journal-id journal-id-type="nlm-ta">Ann N Y Acad Sci</journal-id>
<journal-id journal-id-type="iso-abbrev">Ann. N. Y. Acad. Sci.</journal-id>
<journal-title-group><journal-title>Annals of the New York Academy of Sciences</journal-title>
</journal-title-group>
<issn pub-type="ppub">0077-8923</issn>
<issn pub-type="epub">1749-6632</issn>
</journal-meta>
<article-meta><article-id pub-id-type="pmid">25773612</article-id>
<article-id pub-id-type="pmc">4794983</article-id>
<article-id pub-id-type="doi">10.1111/nyas.12683</article-id>
<article-id pub-id-type="manuscript">NIHMS650289</article-id>
<article-categories><subj-group subj-group-type="heading"><subject>Article</subject>
</subj-group>
</article-categories>
<title-group><article-title>Perspectives on the rhythm–grammar link and its implications for typical and atypical language development</article-title>
</title-group>
<contrib-group><contrib contrib-type="author"><name><surname>Gordon</surname>
<given-names>Reyna L.</given-names>
</name>
<xref ref-type="aff" rid="A1">1</xref>
<xref ref-type="aff" rid="A2">2</xref>
<xref rid="FN2" ref-type="author-notes">a</xref>
</contrib>
<contrib contrib-type="author"><name><surname>Jacobs</surname>
<given-names>Magdalene S.</given-names>
</name>
<xref ref-type="aff" rid="A3">3</xref>
<xref rid="FN2" ref-type="author-notes">a</xref>
</contrib>
<contrib contrib-type="author"><name><surname>Schuele</surname>
<given-names>C. Melanie</given-names>
</name>
<xref ref-type="aff" rid="A3">3</xref>
</contrib>
<contrib contrib-type="author"><name><surname>McAuley</surname>
<given-names>J. Devin</given-names>
</name>
<xref ref-type="aff" rid="A4">4</xref>
</contrib>
</contrib-group>
<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>
</corresp>
<fn id="FN2" fn-type="equal"><label>a</label>
<p>R.L.G. and M.S.J. contributed equally to this work.</p>
</fn>
</author-notes>
<pub-date pub-type="nihms-submitted"><day>24</day>
<month>12</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="ppub"><month>3</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="pmc-release"><day>17</day>
<month>3</month>
<year>2016</year>
</pub-date>
<volume>1337</volume>
<fpage>16</fpage>
<lpage>25</lpage>
<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>
</abstract>
<kwd-group><kwd>rhythm</kwd>
<kwd>music</kwd>
<kwd>syntax</kwd>
<kwd>prosody</kwd>
<kwd>children</kwd>
</kwd-group>
</article-meta>
</front>
</pmc>
</record>

Pour manipuler ce document sous Unix (Dilib)

EXPLOR_STEP=$WICRI_ROOT/Wicri/Musique/explor/OperaV1/Data/Pmc/Curation

HfdSelect -h $EXPLOR_STEP/biblio.hfd -nk 000D66 | SxmlIndent | more

HfdSelect -h $EXPLOR_AREA/Data/Pmc/Curation/biblio.hfd -nk 000D66 | SxmlIndent | more

Pour mettre un lien sur cette page dans le réseau Wicri

{{Explor lien
   |wiki=    Wicri/Musique
   |area=    OperaV1
   |flux=    Pmc
   |étape=   Curation
   |type=    RBID
   |clé=     PMC:4794983
   |texte=   Perspectives on the rhythm–grammar link and its implications for typical and atypical language development
}}

Pour générer des pages wiki

HfdIndexSelect -h $EXPLOR_AREA/Data/Pmc/Curation/RBID.i   -Sk "pubmed:25773612" \
       | HfdSelect -Kh $EXPLOR_AREA/Data/Pmc/Curation/biblio.hfd   \
       | NlmPubMed2Wicri -a OperaV1

This area was generated with Dilib version V0.6.21.
Data generation: Thu Apr 14 14:59:05 2016. Site generation: Thu Jan 4 23:09:23 2024

	Serveur d'exploration sur l'opéra
	Attention, ce site est en cours de développement ! Attention, site généré par des moyens informatiques à partir de corpus bruts. Les informations ne sont donc pas validées.

Serveur d'exploration sur l'opéra

Perspectives on the rhythm–grammar link and its implications for typical and atypical language development

Perspectives on the rhythm–grammar link and its implications for typical and atypical language development

Source :

Abstract

Links toward previous steps (curation, corpus...)

Links to Exploration step

Curation

No country items

Le document en format XML

Pour manipuler ce document sous Unix (Dilib)

Pour mettre un lien sur cette page dans le réseau Wicri

Pour générer des pages wiki