Mireille Besson Equipe Langage, Musique et Motricité
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Mireille BessonEquipe Langage, Musique et Motricité
Institut de Neurosciences Cognitives de la Méditerranée
CNRS- Université de la Méditerranée U2
“Neuroscience cognitives et apprentissage”CNRS – INRP
Lyon, 23-24 Mars, 2006
Programme « Ecole et Sciences Cognitives »
IFMR
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Influence of musical expertise
Morphological and functional differences in the brain of musicians and non-musicians: Heschl’s gyrus, secondary auditory cortex, BA47, corpus callosum, planum temporale (Elbert et al, 1995; Gaser et al, 2003; Koelsch et al., 2002; Onishi et al, 2001; Schlaug et al, 1995; Pantev et al, 1998; Schneider et
al, 2002; Vuust et al, 2005, …)
Specificity ? Common networks are activated in tasks that were first thought to involve specialized brain areas and mechanisms (e.g., Posner & Rothbart, 2005)
Common networks for music and language (Maess et al, 2001; Meyer et al, 2002; Tzourio et al, 1997; Zatorre et al, 2002, …)
Musical expertise influences the anatomo-functional organization of brain
regions that are not necessarily specific to music
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Transfer of learning ?
Musical training may favor positive transfers to other cognitive domains
Behavioral level (increase in performance): mathematics (Costa-Giomi, 1999; Garinder et
al 1996), symbolic and spatio-temporal reasoning (Rauscher et al, 1997), visuo-spatial abilities (Brochard et l, 2004), verbal memory ( Chan et al, 1998), general intelligence (Schellenberg, 2004)
However,
several factors (differences between groups, motivation, arousal, …) were
often not controlled in these experiments (Schellenberg, 2001)
few studies aimed at testing specific hypotheses regarding the causal
links underlying these effects (Thompson et al 2004)
Musical training, by increasing pitch perception, will facilitate prosodic processing in language (Thompson et al, 2003; 2004)
Event-Related brain Potential method
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Emotional function :Emotional function : express hapiness, anger, fear, express hapiness, anger, fear, ……(Schirmer et al, 2001; Kotz et al, 2003, … )(Schirmer et al, 2001; Kotz et al, 2003, … )
Linguistic function :Linguistic function : focus, modality, segmentation, …focus, modality, segmentation, … through word stress, pauses, intonation, …through word stress, pauses, intonation, …(Astesano et al, 2003; Böcker et al, 1999; Eckstein & Friederici, 2005; Friedrich et al, 2004; (Astesano et al, 2003; Böcker et al, 1999; Eckstein & Friederici, 2005; Friedrich et al, 2004; Magne et al, 2005; Meyer et al, 2000; Steinhauer et al, 1999; …)Magne et al, 2005; Meyer et al, 2000; Steinhauer et al, 1999; …)
Acoustic parameters:Acoustic parameters: Fundamental frequency / PitchFundamental frequency / Pitch Rhythm / MeterRhythm / Meter IntensityIntensity Spectral characteristicsSpectral characteristics
Same as music language specificity ? Same as music language specificity ?
Comparison language - musicComparison language - music
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Outline
o Influence of musical expertise on pitch/F0 processing in language
In adults (Schön, Magne & Besson, Psychophysiology, 2004)
In children (Magne, Schön & Besson, Jal of Cog. Neurosc., 2006)
o Influence of musical training on pitch/F0 processing in language
8 weeks of training (Moreno & Besson, 2006)
6 months of training (Moreno, Marquez, dos Santos, Castro & Besson, in prep.)
o Pitch processing in dyslexic children
Detection of strong F0 violations in language impaired in dyslexics (dos Santos, Moreno, Habib & Besson, in press)
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EEG acquisition + % errors
Participants: Adults: 9 musicians et 9 non-musicians
Children: 10 musicians et 10 non-musicians Age: 7-9 yr (average: 8)
Task : is last note / word strange ?
Protocol
Time course :
| Melody/Sentence |Last Note/Word | XXXX | 150 2000 2000 ms |----------------------*------|----------------------|--------------------|- … Next trial Marqueur
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+ 1/5 tone +
+ 1/2 tone
120 musical phrases : Example
Parametric pitch manipulation
Hypothesis: Congruous: Musicians = Non-musicians
Strong incongruity : Musicians = Non-musicians
Weak incongruity: Musicians > Non-musicians
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+ 35%
+ 120%
120 linguistic phrases from children’s books: Example
La fillette assise par terre feuilletait un livre d’image
image
image
Parametric pitch manipulation (F0)
Hypothesis: If transfer of training, then Congruous: Musicians = Non-musicians Strong incongruity : Musicians = Non-musicians Weak incongruity: Musicians > Non-musicians
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0
3
Music Language
OK Weak Strong
10
20
30
40
50
60
70
0
10
20
30
40
50
60
70
Musiciens
Non-musiciens
1 2
0
10
20
30
40
50
60
70
80
0
10
20
30
40
50
60
70
80
OK Weak Strong
OK Weak Strong OK Weak Strong
**
**
Adults
Children
Error rate
Musician adults and children detect weak pitch violationsbetter than non musician not only in music but also in language (Schön et al, 2004; Magne et al, 2006)
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Adults
Musicians Non-musicians
OK
WeakStrong
Language (Cz)
Music (Cz)
-7 µV
(Schön, Magne & Besson, Psychophysiology, 2004)
500 ms
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Cz Cz
Musicians Non-musicians
Event-Related brain Potentials
Music
Congruous
-10 µV
500 ms
+10 -10
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Cz Cz
Musicians Non-musicians
Event-Related brain Potentials
Music
CongruousWeak incongruity
-10 µV
500 ms
+10 -10
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Cz Cz
Musicians Non-musicians
Event-Related brain Potentials
Music
CongruousWeak incongruity
Strong incongruity
-10 µV
500 ms
+10 -10
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Cz Cz
Musicians Non-musicians
Event-Related brain Potentials
Language
Congruous
-10 µV
500 ms
+10 -10
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Cz Cz
Musicians Non-musicians
Event-Related brain Potentials
Language
Weak incongruityCongruous
-10 µV
500 ms
+10 -10
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Cz Cz
Musicians Non-musicians
Event-Related brain Potentials
Language
CongruousWeak incongruity
Strong incongruity
-10 µV
500 ms
+10 -10
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ConclusionsConclusions
o Musical ear : increase in pitch discrimination
Weak incongruity : Differences between musicians and non –musicians in adults and children.
o Similarity Language – Music :
Late Positive Components (categorisation – decision)
Language: weak incongruity only musicians
o Differences Language – Music :
Early negative components :
Music Adults: Right temporal
Children: only musicians, more distributed
Language Adults: Temporal bilateral
Children : nothing!
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Conclusion
Musical expertise facilitates detection of pitch
violations in language
Can we find similar results with musical training ?
Importance of music lessons for language learning ?
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Elementary school
« Gilibert » in Marseille
Influence of 8 weeks of musical training ? Sylvain Moreno PhD
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Participants
2 groups of 10 children equated for:
Musical background (all non-musicians)
age (8 yr old)
Sex
Laterality
socio-economic background
School level
Teachers
Experiment comprises 3 phases
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Phase 1
La fillette assise par terre feuilletait un livre d’image
Test 1 : same as before (language)
+ 35%
+ 120%
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Machin’Art AssociationConceptor: C. Napoléoni
Phase 2: Music Training (8 weeks)
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Phase 2: Painting Training (8 weeks)
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Phase 3
La fillette assise par terre feuilletait un livre d’image
Test 2 : same as before (language)
+ 35%
+ 120%
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Strong Incongruity
ms
Music Training Drawing Training
Before Training
After Training (8 weeks)
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Conclusion
8 weeks of musical training influence the brain
waves in language only for the strong incongruity
(Moreno & Besson, 2006)
Influence of longer training period (6 months) : research program in Aveiro, Portugal (Moreno, Marquez, Castro & Besson,in prep.)
Importance of music for education programs ? Some answer in summer 06!
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Andréia Santos, Sylvain Moreno, Michel Habib & Mireille Besson Equipe Langage, Musique et Motricité, INCM-Marseile
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METHODS
10 phonological dyslexics
mean age: 9.8 years; std: 1 year;
reading level >18 months below
chronological age
10 normal readers
mean age: 8.8 years; std: 0.3 years;
Combined phonological and
visuo-auditory training
Drawing training
Daily (10 mn) phonological exercises
Visuo-auditory transcoding – 20 mn 2x
week
8 WEEKS
8 WEEKS
Art games based on
abstract painting exercises
40 mn 2x week
Test 1 Test 1
Test 2 Test 2
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0
20
40
60
80
congruous weak strong
Condition
% e
rro
rs Dyslexics
Controls
Error rate
0
20
40
60
80
congruous weak strong
Condition
% e
rro
rs Dyslexics
ControlsBefore Training
After Training
*
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Controls
Dyslexics -150 200 700 1300 ms
-30 V
30 V
Strong – CongruousStrong – Congruous
Difference wavesDifference waves
Before Training After Training
F3 Fz F4
C3 Cz C4
Cp5 Pz Cp6
F3 Fz F4
C3 Cz C4
Cp5 Pz Cp6
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Conclusion
Dyslexics seem to be impaired in pitch detection in
language (strong incongruity) (Foxton et al, 2003)
Phonological and audio-visual training improved
the level of performance of dyslexic children
Importance of music for dyslexia remediation ?
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In collaboration with Carlos Marquez and Sao Luis Castro University of Porto, Portugal
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Design
Similar experiment but:
Only one phase (language)
Sentences in Portugese
2 groups of 16 French adults,
musicians and non-musicians
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Fz
Cz
Pz
ms
-15 µV
Non-musiciansNon-musicians
500
MusiciansMusicians
200
Effects start much
earlier for musicians
than for non-musicians
Influence of musical
expertise on prosodic
processing of a foreign
language
Cong.WeakStrong
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F3 Fz F4
C3 Cz C4
Cp5 Pz Cp6
Before TrainingBefore Training
Dyslexics Controls
Figure 3. Mean amplitude ERPs to pitch manipulations in control and dyslexic children before training.
Congruous words
Weak Incongruity
Strong Incongruity
-150 200 700 1300 ms
-10 V
40 V
F3 Fz F4
C3 Cz C4
Cp5 Pz Cp6
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After TrainingAfter Training
Dyslexics Controls
Congruous words
Weak Incongruity
Strong Incongruity
-150 200 700 1300 ms
-10 V
40 V
F3 Fz F4
C3 Cz C4
Cp5 Pz Cp6
F3 Fz F4
C3 Cz C4
Cp5 Pz Cp6
Figure 4. Mean amplitude ERPs to pitch manipulations in control and dyslexic children after training.
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Non-musiciansNon-musicians
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MusiciansMusicians