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High school music classes enhance the neural processing of speech
Should music be a priority in public education? One argument for teaching music in school is that private music instruction relates to enhanced language abilities and neural function. However, the directionality of this relationship is unclear and it is unknown whether school-based music training ca...
Autores principales: | , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2013
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3853802/ https://www.ncbi.nlm.nih.gov/pubmed/24367339 http://dx.doi.org/10.3389/fpsyg.2013.00855 |
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author | Tierney, Adam Krizman, Jennifer Skoe, Erika Johnston, Kathleen Kraus, Nina |
author_facet | Tierney, Adam Krizman, Jennifer Skoe, Erika Johnston, Kathleen Kraus, Nina |
author_sort | Tierney, Adam |
collection | PubMed |
description | Should music be a priority in public education? One argument for teaching music in school is that private music instruction relates to enhanced language abilities and neural function. However, the directionality of this relationship is unclear and it is unknown whether school-based music training can produce these enhancements. Here we show that 2 years of group music classes in high school enhance the neural encoding of speech. To tease apart the relationships between music and neural function, we tested high school students participating in either music or fitness-based training. These groups were matched at the onset of training on neural timing, reading ability, and IQ. Auditory brainstem responses were collected to a synthesized speech sound presented in background noise. After 2 years of training, the neural responses of the music training group were earlier than at pre-training, while the neural timing of students in the fitness training group was unchanged. These results represent the strongest evidence to date that in-school music education can cause enhanced speech encoding. The neural benefits of musical training are, therefore, not limited to expensive private instruction early in childhood but can be elicited by cost-effective group instruction during adolescence. |
format | Online Article Text |
id | pubmed-3853802 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2013 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-38538022013-12-23 High school music classes enhance the neural processing of speech Tierney, Adam Krizman, Jennifer Skoe, Erika Johnston, Kathleen Kraus, Nina Front Psychol Psychology Should music be a priority in public education? One argument for teaching music in school is that private music instruction relates to enhanced language abilities and neural function. However, the directionality of this relationship is unclear and it is unknown whether school-based music training can produce these enhancements. Here we show that 2 years of group music classes in high school enhance the neural encoding of speech. To tease apart the relationships between music and neural function, we tested high school students participating in either music or fitness-based training. These groups were matched at the onset of training on neural timing, reading ability, and IQ. Auditory brainstem responses were collected to a synthesized speech sound presented in background noise. After 2 years of training, the neural responses of the music training group were earlier than at pre-training, while the neural timing of students in the fitness training group was unchanged. These results represent the strongest evidence to date that in-school music education can cause enhanced speech encoding. The neural benefits of musical training are, therefore, not limited to expensive private instruction early in childhood but can be elicited by cost-effective group instruction during adolescence. Frontiers Media S.A. 2013-12-06 /pmc/articles/PMC3853802/ /pubmed/24367339 http://dx.doi.org/10.3389/fpsyg.2013.00855 Text en Copyright © 2013 Tierney, Krizman, Skoe, Johnston and Kraus. http://creativecommons.org/licenses/by/3.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology Tierney, Adam Krizman, Jennifer Skoe, Erika Johnston, Kathleen Kraus, Nina High school music classes enhance the neural processing of speech |
title | High school music classes enhance the neural processing of speech |
title_full | High school music classes enhance the neural processing of speech |
title_fullStr | High school music classes enhance the neural processing of speech |
title_full_unstemmed | High school music classes enhance the neural processing of speech |
title_short | High school music classes enhance the neural processing of speech |
title_sort | high school music classes enhance the neural processing of speech |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3853802/ https://www.ncbi.nlm.nih.gov/pubmed/24367339 http://dx.doi.org/10.3389/fpsyg.2013.00855 |
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