These representations are also more robust to noisy conditions ( Parbery-Clark et al., 2012). Adult musicians have a more faithful representation of speech sound features in the brainstem, both in terms of pitch and formants ( Wong et al., 2007). This may explain why music training enhances processing of sound features that play a major role in speech processing as well ( Kraus and Chandrasekaran, 2010). While a common belief is that music is mostly challenging with respect to pitch, music making puts a high challenge on all these sound features, and most importantly on complex spectral features, because sound quality (and not just being in tune) is what a musician has to work on from the very start. As an example, these representations allow discrimination between legato and staccato violin sounds as well as and phonemes. Both rely on sound processing and require a precise-though often categorical-representation of several sound features, such as timbre, pitch, duration, and their interactions. Music shares many basic processes with other human activities, and this is particularly evident when comparing music and speech ( Besson and Schön, 2011). Overall, these studies have shown a clear effect of music-dependent brain plasticity affecting brain activity both at the functional and structural level in adults ( Herholz and Zatorre, 2012) and children with as little as one year of musical practice ( Hyde et al., 2009). Most of these studies have addressed this issue by comparing a population of musicians, either professional or amateur, and a population of non-musicians, namely participants with little or no music training. Over the last two decades many studies have tested the hypothesis that music training (implying formal training and/or regular practice) can impact non-musical abilities. ![]() Music is a complex activity that taps onto several sensory-motor, cognitive and emotional mechanisms. These findings are discussed in the framework of the neuroscience literature comparing music and language processing, with a particular interest in the links between rhythm processing in music and language. Results show a strong link between several temporal skills and phonological and reading abilities. Associations were tested by multivariate analyses including data mining strategies, correlations and most importantly logistic regressions to understand to what extent the different auditory and musical skills can be a robust predictor of reading and phonological skills. These children were assessed with neuropsychological tests, as well as specifically-devised psychoacoustic and musical tasks mostly testing temporal abilities. We present new findings from the analysis of a sample of 48 children with a diagnosis of dyslexia, without comorbidities. This hypothesis is mostly based on results showing a high degree of correlation between phonological awareness and metrical skills, using a very specific metrical task. It has been suggested that an accurate perception of rhythmical/metrical structure, that requires accurate perception of rise time, may be critical for phonological development and subsequent literacy. Interestingly, children with developmental dyslexia-a learning disability that affects reading acquisition despite normal intelligence and adequate education-have a poor rhythmic perception. Rhythm organizes events in time and plays a major role in music, but also in the phonology and prosody of a language. 5Institut de Neurosciences des Systémes, Aix-Marseille Université, Marseille, France. ![]()
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