Abstract
Recent evidence suggests the existence of shared neural resources for rhythm processing in language and music. Such overlaps could be the basis of the facilitating effect of regular musical rhythm on spoken word processing previously reported for typical children and adults, as well as adults with Parkinson’s disease and children with developmental language disorders. The present study builds upon these previous findings by examining whether non-linguistic rhythmic priming also influences visual word processing, and the extent to which such cross-modal priming effect of rhythm is related to individual differences in musical aptitude and reading skills. An electroencephalogram (EEG) was recorded while participants listened to a rhythmic tone prime, followed by a visual target word with a stress pattern that either matched or mismatched the rhythmic structure of the auditory prime. Participants were also administered standardized assessments of musical aptitude and reading achievement. Event-related potentials (ERPs) elicited by target words with a mismatching stress pattern showed an increased fronto-central negativity. Additionally, the size of the negative effect correlated with individual differences in musical rhythm aptitude and reading comprehension skills. Results support the existence of shared neurocognitive resources for linguistic and musical rhythm processing, and have important implications for the use of rhythm-based activities for reading interventions.
Highlights
Music and language are complex cognitive abilities that are universal across human cultures.Both involve the combination of small sound units which in turn, allow us to generate an unlimited number of utterances or melodies, in accordance with specific linguistic or musical grammatical rules (e.g., [1])
Trochaic target words match the rhythmic structure of the auditory prime were associated with an increased negativity over that did not match the rhythmic structure of the auditory prime were associated with an increased the centro-frontal part of the scalp
Adding to the growing literature showing a relationship between sensitivity to speech rhythm and reading skills, our results revealed a statistically significant positive correlation between the scores on the ACT reading subtest and the size of the negative Event-related potentials (ERPs) effect elicited by mismatching stress patterns
Summary
Music and language are complex cognitive abilities that are universal across human cultures Both involve the combination of small sound units (e.g., phonemes for speech, and notes for music) which in turn, allow us to generate an unlimited number of utterances or melodies, in accordance with specific linguistic or musical grammatical rules (e.g., [1]). Meter is defined as the abstract hierarchical organization of these recurring strong and weak elements that emerge from rhythm. It is this metrical structure that allows listeners to form predictions and anticipations, and in turn dance or clap their hands to the beat of the music [2]
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