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Language, Music and Rhythm

Language, Music and Rhythm. Cyrille Magne Psychology Department Program in Literacy Studies. Layout. Background Purpose Music Training & Speech Rhythm Awareness Music Aptitude and 2 nd Language Learning Music Aptitude and Speech Rhythm Sensitivity Implications and Current Research.

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Language, Music and Rhythm

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  1. Language, Music and Rhythm Cyrille Magne Psychology Department Program in Literacy Studies

  2. Layout • Background • Purpose • Music Training & Speech Rhythm Awareness • Music Aptitude and 2nd Language Learning • Music Aptitude and Speech Rhythm Sensitivity • Implications and Current Research

  3. Background • Language vs Music

  4. Background • Language vs Music

  5. Background • Language vs Music

  6. Background • Language vs Music

  7. Background • Language vs Music

  8. Background • Language vs Music

  9. Background • Language vs Music

  10. Background • Language vs Music

  11. Background • Language vsMusic

  12. Background • Music, Language and the Brain (Brown, Martinez, Parsons, 2006)

  13. Background • Music, Language and the Brain Speech Vocalize Song LH RH (Schön, Gordon, Campagne, Magne, Astésano, Anton, Besson, 2010)

  14. Background • Musical Training & Language Processing • Transfer of learning? • Enhanced speech perception in adults (Schön, Magne, Besson, 2004) and children (Magne, Schön, Besson, 2006) • Finnish children and adults with high music aptitudes showed more accurate reproductions of English phonemes (Milovanov et al., 2008; 2010) • Enhanced development of syntactic processing in children (Jentschke & Koelsch, 2009)

  15. Purpose • What about Speech Rhythm?

  16. Purpose • What about Speech Rhythm? • English as a stress-timed language • Emphasis given to syllables in a word • Increased duration, intensity and pitch • Reduced unstressed syllables Dollar Today

  17. Purpose • What about Speech Rhythm? • English as a stress-timed language • Emphasis given to syllables in a word • Increased duration, intensity and pitch • Reduced unstressed syllables Dollar Today Trochaic

  18. Purpose • What about Speech Rhythm? • English as a stress-timed language • Emphasis given to syllables in a word • Increased duration, intensity and pitch • Reduced unstressed syllables Dollar Today Trochaic Iambic

  19. Purpose • What about Speech Rhythm? • Importance of rhythm in infant-directed speech and for language acquisition • 9-month-old American infants showed preference for listening to trochaic words (Jusczyk et al., 1993) • French newborns discriminate between languages from different rhythmic classes (Nazzi et al., 1998) (Tincoff et al., 2005)

  20. Purpose • What about Speech Rhythm? • Importance of rhythm for language comprehension in adults • Detection of new information in conversational context (Magne et al., 2005) • Listeners’ attention may be differentially allocated to stressed syllables (Pitt & Samuel, 1990)

  21. Electroencephalography (EEG)

  22. Electroencephalography (EEG)

  23. Event-Related Potentials (ERPs) EEG

  24. Event-Related Potentials (ERPs) EEG

  25. Event-Related Potentials (ERPs) EEG EEG

  26. Event-Related Potentials (ERPs) EEG EEG

  27. Event-Related Potentials (ERPs) EEG EEG ERP P 300

  28. Event-Related Potentials (ERPs) EEG EEG

  29. Music Training & Speech Rhythm Awareness • French described as having a final accent • Lengthening of this last syllable x x Can- di- x x dat (candidate) (Magne et al., 2007; Marie, Magne, Besson, 2011)

  30. Music Training & Speech Rhythm Awareness • French described as having a final accent • Lengthening of this last syllable x x x Can- di- x x dat (candidate) (Magne et al., 2007; Marie, Magne, Besson, 2011)

  31. Music Training & Speech Rhythm Awareness • Stimuli (Magne et al., 2007; Marie, Magne, Besson, 2011)

  32. Music Training & Speech Rhythm Awareness • Methods • 30 adult native speakers of French • 16 with less than 1 year of musical training • 14 with average of 17 years of musical training • EEG recording • 32 electrodes placed in the scalp (Magne et al., 2007; Marie, Magne, Besson, 2011)

  33. Music Training & Speech Rhythm Awareness • Behavioral Data Non-Musicians vs Musicians – Error Rates (%) * * Rhythm + Rhythm - (Magne et al., 2007; Marie, Magne, Besson, 2011)

  34. Music Training & Speech Rhythm Awareness • ERP data Non-Musicians Musicians Cz Cz -5 µV -5 µV N400 Cz N400 1500 ms 1500 ms Pz Pz Pz P800 Rhythmically Congruous P2 Rhythmically Incongruous P800 (Magne et al., 2007; Marie, Magne, Besson, 2011)

  35. Music Training & Speech Rhythm Awareness • Conclusion • Rhythmically incongruous words recruits additional brain processes in musicians • Musicians perceive rhythmic violations in speech better than non-musicians • Rhythmically incongruous words detected faster by musicians’ brain (Magne et al., 2007; Marie, Magne, Besson, 2011)

  36. Music Aptitude and 2nd Language Learning • Purpose • Electrophysiological responses to speech rhythm incongruities in second language of a different rhythmic class. • Relationship between level of music aptitude and degree of speech rhythm sensitivity in second language? (Emerson & Magne, 2010)

  37. Music Aptitude and 2nd Language Learning • Methods • 12 Native English speakers • Learning French as a second language (mean=4.6 years) • Music aptitude assessed using AMMA • Tests rhythmic and tonal discrimination abilities [S] [R] [T] (Emerson & Magne, 2010)

  38. Music Aptitude and 2nd Language Learning • ERP Data Rhythmic Incongruity Effect F3 Fz F4 High Music Aptitude Low Music Aptitude C3 Cz C4 P3 Pz P4 m -5 V ms F3 F4 Fz 400 800 C3 Cz C4 Pz P3 P4 (Emerson & Magne, 2010)

  39. Music Aptitude and 2nd Language Learning • Conclusion • Individuals with high music aptitudes more sensitive to the rhythmic structure of learned foreign languages • HMA individuals better at acquiring native-like accents? (Emerson & Magne, 2010)

  40. Music Aptitude & Metrical Expectancy • Purpose • Does Rhythm create expectations in continuous speech stream? • Link between level of music aptitude and sensitivity to speech rhythm regularities? (Magne, Jordan, Gordon, in preparation)

  41. Music Aptitude & Metrical Expectancy • Stimuli (Magne, Jordan, Gordon, in preparation)

  42. Music Aptitude & Metrical Expectancy • Methods • 20 non-musicians • Advanced Measure of Music Audiation (AMMA) • Statistical Analysis • Cluster-based permutation tests (Fieldtrip Toolbox) • Correlations between size ERP effect and AMMA scores (Magne, Jordan, Gordon, in preparation)

  43. Music Aptitude & Metrical Expectancy • ERPs to Trochaic Target Words High Music Aptitude Group Low Music Aptitude Group 294 to 468 ms P < 0.001 362 to 488 ms P = 0.03 496 to 718 ms p = 0.006 -4 -4 -4 -4 C3 C4 C3 C4 -3 -3 -3 -3 -2 -2 -2 -2 -1 -1 -1 -1 0 0 0 0 1 1 1 1 2 2 2 2 0 300 600 900 0 300 600 900 0 300 600 900 0 300 600 900 (Magne, Jordan, Gordon, in preparation)

  44. Music Aptitude & Metrical Expectancy • ERPs to Iambic Target words High Music Aptitude Group Low Music Aptitude Group 344 to 418 ms P= 0.05 448 to 520 ms P = 0.04 550 to 654 ms P = 0.02 No Significant Cluster -4 -4 -4 -4 C3 C3 C4 C4 -3 -3 -3 -3 -2 -2 -2 -2 -1 -1 -1 -1 0 0 0 0 1 1 1 1 2 2 2 2 0 300 600 900 0 300 600 900 0 300 600 900 0 300 600 900 (Magne, Jordan, Gordon, in preparation)

  45. Music Aptitude & Metrical Expectancy • Unexpected Iambic vs AMMA Correlations (Magne, Jordan, Gordon, in preparation)

  46. Music Aptitude & Metrical Expectancy Low Music Aptitude Group High Music Aptitude Group (Magne, Jordan, Gordon, in preparation)

  47. Music Aptitude & Metrical Expectancy “Cortical speech processing unplugged: a timely subcortico-cortical framework” (Kotz & Schwartze, 2010)

  48. Music Aptitude & Metrical Expectancy • Conclusion • Increased negativity for metrically unexpected words • In line with previous studies in French • The higher an individual’s music aptitude, the larger the unexpected iambic ERP effect. • Low frequency of Iambic pattern in English. • In infants, sensitivity to the predominant trochaic stress pattern develops first (7.5 vs 10.5 month olds).

  49. Summary So Far… • Shared neural resources for rhythmic processing in language and music • Influence of music training on speech rhythm processing • Correlation between music aptitude and speech rhythm Sensitivity

  50. Implications and Current Research • Link between rhythm awareness and reading skills (Magne & Brock, 2012): • Speech rhythm reactivated during silent reading (Fodor 1998, Ashby & Clifton, 2005) • Correlation between rhythm sensitivity and acquisition of good reading skills (Goswami et al., 2002; Holliman et al., 2012)

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