Musical expertise boosts implicit learning of both musical and linguistic structures.
Identifieur interne : 001449 ( Main/Exploration ); précédent : 001448; suivant : 001450Musical expertise boosts implicit learning of both musical and linguistic structures.
Auteurs : Clément Francois [France] ; Daniele SchönSource :
- Cerebral cortex (New York, N.Y. : 1991) [ 1460-2199 ] ; 2011.
Descripteurs français
- KwdFr :
- MESH :
- méthodes : Stimulation acoustique.
- physiologie : Apprentissage, Perception auditive.
- Adulte, Compétence professionnelle, Femelle, Humains, Langage, Linguistique, Musique, Mâle.
English descriptors
- KwdEn :
- MESH :
- methods : Acoustic Stimulation.
- physiology : Auditory Perception, Learning.
- Adult, Female, Humans, Language, Linguistics, Male, Music, Professional Competence.
Abstract
Musical training is known to modify auditory perception and related cortical organization. Here, we show that these modifications may extend to higher cognitive functions and generalize to processing of speech. Previous studies have shown that adults and newborns can segment a continuous stream of linguistic and nonlinguistic stimuli based only on probabilities of occurrence between adjacent syllables or tones. In the present experiment, we used an artificial (sung) language learning design coupled with an electrophysiological approach. While behavioral results were not clear cut in showing an effect of expertise, Event-Related Potentials data showed that musicians learned better than did nonmusicians both musical and linguistic structures of the sung language. We discuss these findings in terms of practice-related changes in auditory processing, stream segmentation, and memory processes.
DOI: 10.1093/cercor/bhr022
PubMed: 21383236
Affiliations:
Links toward previous steps (curation, corpus...)
Le document en format XML
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Here, we show that these modifications may extend to higher cognitive functions and generalize to processing of speech. Previous studies have shown that adults and newborns can segment a continuous stream of linguistic and nonlinguistic stimuli based only on probabilities of occurrence between adjacent syllables or tones. In the present experiment, we used an artificial (sung) language learning design coupled with an electrophysiological approach. While behavioral results were not clear cut in showing an effect of expertise, Event-Related Potentials data showed that musicians learned better than did nonmusicians both musical and linguistic structures of the sung language. We discuss these findings in terms of practice-related changes in auditory processing, stream segmentation, and memory processes.</div></front></TEI><pubmed><MedlineCitation Status="MEDLINE" Owner="NLM"><PMID Version="1">21383236</PMID><DateCompleted><Year>2012</Year><Month>06</Month><Day>13</Day></DateCompleted><DateRevised><Year>2011</Year><Month>09</Month><Day>09</Day></DateRevised><Article PubModel="Print-Electronic"><Journal><ISSN IssnType="Electronic">1460-2199</ISSN><JournalIssue CitedMedium="Internet"><Volume>21</Volume><Issue>10</Issue><PubDate><Year>2011</Year><Month>Oct</Month></PubDate></JournalIssue><Title>Cerebral cortex (New York, N.Y. : 1991)</Title><ISOAbbreviation>Cereb Cortex</ISOAbbreviation></Journal><ArticleTitle>Musical expertise boosts implicit learning of both musical and linguistic structures.</ArticleTitle><Pagination><MedlinePgn>2357-65</MedlinePgn></Pagination><ELocationID EIdType="doi" ValidYN="Y">10.1093/cercor/bhr022</ELocationID><Abstract><AbstractText>Musical training is known to modify auditory perception and related cortical organization. Here, we show that these modifications may extend to higher cognitive functions and generalize to processing of speech. Previous studies have shown that adults and newborns can segment a continuous stream of linguistic and nonlinguistic stimuli based only on probabilities of occurrence between adjacent syllables or tones. In the present experiment, we used an artificial (sung) language learning design coupled with an electrophysiological approach. While behavioral results were not clear cut in showing an effect of expertise, Event-Related Potentials data showed that musicians learned better than did nonmusicians both musical and linguistic structures of the sung language. We discuss these findings in terms of practice-related changes in auditory processing, stream segmentation, and memory processes.</AbstractText></Abstract><AuthorList CompleteYN="Y"><Author ValidYN="Y"><LastName>Francois</LastName><ForeName>Clément</ForeName><Initials>C</Initials><AffiliationInfo><Affiliation>Institut de Neurosciences Cognitives de la Méditerranée CNRS and Aix-Marseille Universities, Marseille 13402, France. clement.francois@incm.cnrs-mrs.fr</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Schön</LastName><ForeName>Daniele</ForeName><Initials>D</Initials></Author></AuthorList><Language>eng</Language><PublicationTypeList><PublicationType UI="D003160">Comparative Study</PublicationType><PublicationType UI="D016428">Journal Article</PublicationType><PublicationType UI="D016449">Randomized Controlled Trial</PublicationType><PublicationType UI="D013485">Research Support, Non-U.S. Gov't</PublicationType></PublicationTypeList><ArticleDate DateType="Electronic"><Year>2011</Year><Month>03</Month><Day>07</Day></ArticleDate></Article><MedlineJournalInfo><Country>United States</Country><MedlineTA>Cereb Cortex</MedlineTA><NlmUniqueID>9110718</NlmUniqueID><ISSNLinking>1047-3211</ISSNLinking></MedlineJournalInfo><CitationSubset>IM</CitationSubset><MeshHeadingList><MeshHeading><DescriptorName UI="D000161" MajorTopicYN="N">Acoustic Stimulation</DescriptorName><QualifierName UI="Q000379" MajorTopicYN="Y">methods</QualifierName></MeshHeading><MeshHeading><DescriptorName UI="D000328" MajorTopicYN="N">Adult</DescriptorName></MeshHeading><MeshHeading><DescriptorName UI="D001307" MajorTopicYN="N">Auditory Perception</DescriptorName><QualifierName UI="Q000502" MajorTopicYN="Y">physiology</QualifierName></MeshHeading><MeshHeading><DescriptorName UI="D005260" MajorTopicYN="N">Female</DescriptorName></MeshHeading><MeshHeading><DescriptorName UI="D006801" MajorTopicYN="N">Humans</DescriptorName></MeshHeading><MeshHeading><DescriptorName UI="D007802" MajorTopicYN="Y">Language</DescriptorName></MeshHeading><MeshHeading><DescriptorName UI="D007858" MajorTopicYN="N">Learning</DescriptorName><QualifierName UI="Q000502" MajorTopicYN="Y">physiology</QualifierName></MeshHeading><MeshHeading><DescriptorName UI="D008037" MajorTopicYN="N">Linguistics</DescriptorName></MeshHeading><MeshHeading><DescriptorName UI="D008297" MajorTopicYN="N">Male</DescriptorName></MeshHeading><MeshHeading><DescriptorName UI="D009146" MajorTopicYN="Y">Music</DescriptorName></MeshHeading><MeshHeading><DescriptorName UI="D011361" MajorTopicYN="Y">Professional Competence</DescriptorName></MeshHeading></MeshHeadingList></MedlineCitation><PubmedData><History><PubMedPubDate PubStatus="entrez"><Year>2011</Year><Month>3</Month><Day>9</Day><Hour>6</Hour><Minute>0</Minute></PubMedPubDate><PubMedPubDate PubStatus="pubmed"><Year>2011</Year><Month>3</Month><Day>9</Day><Hour>6</Hour><Minute>0</Minute></PubMedPubDate><PubMedPubDate PubStatus="medline"><Year>2012</Year><Month>6</Month><Day>14</Day><Hour>6</Hour><Minute>0</Minute></PubMedPubDate></History><PublicationStatus>ppublish</PublicationStatus><ArticleIdList><ArticleId IdType="pubmed">21383236</ArticleId><ArticleId IdType="pii">bhr022</ArticleId><ArticleId IdType="doi">10.1093/cercor/bhr022</ArticleId></ArticleIdList></PubmedData></pubmed><affiliations><list><country><li>France</li></country><region><li>Provence-Alpes-Côte d'Azur</li></region></list><tree><noCountry><name sortKey="Schon, Daniele" sort="Schon, Daniele" uniqKey="Schon D" first="Daniele" last="Schön">Daniele Schön</name></noCountry><country name="France"><region name="Provence-Alpes-Côte d'Azur"><name sortKey="Francois, Clement" sort="Francois, Clement" uniqKey="Francois C" first="Clément" last="Francois">Clément Francois</name></region></country></tree></affiliations></record>Pour manipuler ce document sous Unix (Dilib)
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