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Music Lessons Improve Auditory Perceptual and Cognitive Performance in Deaf Children
Despite advanced technologies in auditory rehabilitation of profound deafness, deaf children often exhibit delayed cognitive and linguistic development and auditory training remains a crucial element of their education. In the present cross-sectional study, we assess whether music would be a relevan...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2014
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4076611/ https://www.ncbi.nlm.nih.gov/pubmed/25071518 http://dx.doi.org/10.3389/fnhum.2014.00488 |
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author | Rochette, Françoise Moussard, Aline Bigand, Emmanuel |
author_facet | Rochette, Françoise Moussard, Aline Bigand, Emmanuel |
author_sort | Rochette, Françoise |
collection | PubMed |
description | Despite advanced technologies in auditory rehabilitation of profound deafness, deaf children often exhibit delayed cognitive and linguistic development and auditory training remains a crucial element of their education. In the present cross-sectional study, we assess whether music would be a relevant tool for deaf children rehabilitation. In normal-hearing children, music lessons have been shown to improve cognitive and linguistic-related abilities, such as phonetic discrimination and reading. We compared auditory perception, auditory cognition, and phonetic discrimination between 14 profoundly deaf children who completed weekly music lessons for a period of 1.5–4 years and 14 deaf children who did not receive musical instruction. Children were assessed on perceptual and cognitive auditory tasks using environmental sounds: discrimination, identification, auditory scene analysis, auditory working memory. Transfer to the linguistic domain was tested with a phonetic discrimination task. Musically trained children showed better performance in auditory scene analysis, auditory working memory and phonetic discrimination tasks, and multiple regressions showed that success on these tasks was at least partly driven by music lessons. We propose that musical education contributes to development of general processes such as auditory attention and perception, which, in turn, facilitate auditory-related cognitive and linguistic processes. |
format | Online Article Text |
id | pubmed-4076611 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2014 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-40766112014-07-28 Music Lessons Improve Auditory Perceptual and Cognitive Performance in Deaf Children Rochette, Françoise Moussard, Aline Bigand, Emmanuel Front Hum Neurosci Neuroscience Despite advanced technologies in auditory rehabilitation of profound deafness, deaf children often exhibit delayed cognitive and linguistic development and auditory training remains a crucial element of their education. In the present cross-sectional study, we assess whether music would be a relevant tool for deaf children rehabilitation. In normal-hearing children, music lessons have been shown to improve cognitive and linguistic-related abilities, such as phonetic discrimination and reading. We compared auditory perception, auditory cognition, and phonetic discrimination between 14 profoundly deaf children who completed weekly music lessons for a period of 1.5–4 years and 14 deaf children who did not receive musical instruction. Children were assessed on perceptual and cognitive auditory tasks using environmental sounds: discrimination, identification, auditory scene analysis, auditory working memory. Transfer to the linguistic domain was tested with a phonetic discrimination task. Musically trained children showed better performance in auditory scene analysis, auditory working memory and phonetic discrimination tasks, and multiple regressions showed that success on these tasks was at least partly driven by music lessons. We propose that musical education contributes to development of general processes such as auditory attention and perception, which, in turn, facilitate auditory-related cognitive and linguistic processes. Frontiers Media S.A. 2014-07-01 /pmc/articles/PMC4076611/ /pubmed/25071518 http://dx.doi.org/10.3389/fnhum.2014.00488 Text en Copyright © 2014 Rochette, Moussard and Bigand. 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 | Neuroscience Rochette, Françoise Moussard, Aline Bigand, Emmanuel Music Lessons Improve Auditory Perceptual and Cognitive Performance in Deaf Children |
title | Music Lessons Improve Auditory Perceptual and Cognitive Performance in Deaf Children |
title_full | Music Lessons Improve Auditory Perceptual and Cognitive Performance in Deaf Children |
title_fullStr | Music Lessons Improve Auditory Perceptual and Cognitive Performance in Deaf Children |
title_full_unstemmed | Music Lessons Improve Auditory Perceptual and Cognitive Performance in Deaf Children |
title_short | Music Lessons Improve Auditory Perceptual and Cognitive Performance in Deaf Children |
title_sort | music lessons improve auditory perceptual and cognitive performance in deaf children |
topic | Neuroscience |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4076611/ https://www.ncbi.nlm.nih.gov/pubmed/25071518 http://dx.doi.org/10.3389/fnhum.2014.00488 |
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