Abstract
Much evidence shows that music training influences the development of functional brain organization and cerebral asymmetry in an auditory-motor integrative neural system also associated with language and speech. Such overlap suggests that music training could be used for interventions in disadvantaged populations. Accordingly, we investigated neurofunctional changes associated with the influence of socially based classical ensemble music (CEM) training on executive auditory functions of children from low socioeconomic status (LSES), as compared to untrained counterparts. We conducted a novel ROI-focused reanalysis of stimulus-locked event-related electroencephalographic (EEG) band power data previously recorded from fifteen LSES children (9–10 years), with and without CEM, while performing a series of auditory Go/No-Go trials (involving 1100 Hz or 2000 Hz tones). An analysis of collapsed Alpha2, Beta1, Beta2, Delta, and Theta EEG bands showed significant differences in increased and decreased left asymmetry between the CEM and the Comparison group in key frontal and central electrodes typically associated with learning music. Overall, in Go trials, the CEM group responded more quickly and accurately. Linear regression analyses revealed both positive and negative correlations between left hemispheric asymmetry and behavioral measures of PPVT score, auditory sensitivity, Go accuracy, and reaction times. The pattern of results suggests that tone frequency and EEG asymmetries may be attributable to a shift to left lateralization as a byproduct of CEM. Our findings suggest that left hemispheric laterality associated with ensemble music training may improve the efficiency of productive language processing and, accordingly, may be considered as a supportive intervention for LSES children and youth.
Highlights
We explored the possibility that different patterns of EEG asymmetry would be observed by comparing children with classical ensemble music training (CEM) and their untrained counterparts in relation to fronto-centro-temporal sites that are associated with language and speech perception
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The findings suggest that low socioeconomic status (LSES) children who engaged in ensemble music training showed a left lateralization shift in key nodes of the motor-auditory music neural network, compared to the less lateralized comparison counterparts and LSES individuals in the general population
Summary
Playing instrumental music is associated with activity in numerous bilateral brain regions of an anatomically well-characterized auditory-motor integration network [1–3]. Much evidence shows that music training can play a role in the development of the functional organization of this network in individuals who experience such learning. Musicians often show volumetric enlargement of specific and relevant cerebral structures [1,4–6]. It was inferred that such a difference was a consequence of intensive and repeated sensorimotor information transfer between the brain’s left and right motor regions, since learning to play a musical instrument necessitates the coordination of activity across right and left side in both hands. The difference was only significant if musical training begun prior to 7 years of age
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