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Mireille Besson Equipe Langage, Musique et Motricité

Influence de l'apprentissage de la musique sur le traitement du langage: importance pour la remédiation de la dyslexie. Mireille Besson Equipe Langage, Musique et Motricité Institut de Neurosciences Cognitives de la Méditerranée CNRS- Université de la Méditerranée U2.

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Mireille Besson Equipe Langage, Musique et Motricité

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  1. Influence de l'apprentissage de la musique sur le traitement du langage: importance pour la remédiation de la dyslexie Mireille Besson Equipe Langage, Musique et Motricité Institut de Neurosciences Cognitives de la Méditerranée CNRS- Université de la Méditerranée U2 Programme « Ecole et Sciences Cognitives » “Neuroscience cognitives et apprentissage” CNRS – INRP Lyon, 23-24 Mars, 2006 IFMR

  2. 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 Theoretical framework

  3. Theoretical framework 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

  4. Acoustic parameters:Fundamental frequency / Pitch Rhythm / Meter Intensity Spectral characteristics Same as music language specificity ? Comparison language - music Prosody Emotional function :express hapiness, anger, fear, … (Schirmer et al, 2001; Kotz et al, 2003, … ) Linguistic function :focus, modality, segmentation, … through word stress, pauses, intonation, … (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; …)

  5. Outline • 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) • 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.) • Pitch processing in dyslexic children • Detection of strong F0 violations in language impaired in dyslexics (dos Santos, Moreno, Habib & Besson, in press)

  6. Protocol 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 ? Time course : | Melody/Sentence |LastNote/Word | XXXX | 150 2000 2000 ms |----------------------*------|----------------------|--------------------|- … Next trial Marqueur

  7. 120 musical phrases : Example + 1/5 tone + Parametric pitch manipulation + 1/2 tone Hypothesis: Congruous: Musicians = Non-musicians Strong incongruity : Musicians = Non-musicians Weak incongruity: Musicians > Non-musicians

  8. 120 linguistic phrases from children’s books: Example La fillette assise par terre feuilletait un livre d’image + 35% image Parametric pitch manipulation (F0) + 120% image Hypothesis: If transfer of training, then Congruous: Musicians = Non-musicians Strong incongruity : Musicians = Non-musicians Weak incongruity: Musicians > Non-musicians

  9. Error rate Music Language 70 70 60 60 50 50 Adults 40 40 30 30 * 20 20 * 10 10 0 0 OK Weak Strong OK Weak Strong Musiciens Non-musiciens Musician adults and children detect weak pitch violations better than non musician not only in music but also in language (Schön et al, 2004; Magne et al, 2006) 80 80 70 70 60 60 Children 50 * 50 40 40 30 30 * 20 20 10 10 0 0 OK Weak Strong OK Weak Strong 1 2 3

  10. Adults Musicians Non-musicians Music (Cz) OK Weak Strong -7 µV Language (Cz) (Schön, Magne & Besson, Psychophysiology, 2004) 500 ms

  11. -10 µV 500 ms +10 -10 Event-Related brain Potentials Music Musicians Non-musicians Cz Cz Congruous

  12. -10 µV 500 ms +10 -10 Event-Related brain Potentials Music Musicians Non-musicians Cz Cz Congruous Weak incongruity

  13. -10 µV 500 ms +10 -10 Event-Related brain Potentials Music Musicians Non-musicians Cz Cz Strong incongruity Congruous Weak incongruity

  14. -10 µV 500 ms +10 -10 Event-Related brain Potentials Language Musicians Non-musicians Cz Cz Congruous

  15. Event-Related brain Potentials Language -10 µV 500 ms +10 -10 Musicians Non-musicians Cz Cz Weak incongruity Congruous

  16. -10 µV 500 ms +10 -10 Event-Related brain Potentials Language Musicians Non-musicians Cz Cz Strong incongruity Weak incongruity Congruous

  17. Conclusions • Musical ear : increase in pitch discrimination • Weak incongruity : Differences between musicians and non –musicians in adults and children. • Similarity Language – Music : • Late Positive Components (categorisation – decision) Language: weak incongruity only musicians • Differences Language – Music : • Early negative components : Music Adults: Right temporal Children: only musicians,more distributed Language Adults: Temporal bilateral Children : nothing!

  18. 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 ?

  19. Elementary school« Gilibert » in Marseille Influence of 8 weeks of musical training ? Sylvain Moreno PhD

  20. 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

  21. Phase 1 Test 1 : same as before (language) La fillette assise par terre feuilletait un livre d’image + 35% + 120%

  22. Phase 2: Music Training(8 weeks) Machin’Art Association Conceptor: C. Napoléoni "Musical Garden"

  23. Phase 2: Painting Training(8 weeks) "Drawing group"

  24. Phase 3 Test 2 : same as before (language) La fillette assise par terre feuilletait un livre d’image + 35% + 120%

  25. Strong Incongruity Music Training Drawing Training Before Training After Training (8 weeks) ms

  26. 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!

  27. Dyslexic children Andréia Santos, Sylvain Moreno, Michel Habib & Mireille Besson Equipe Langage, Musique et Motricité, INCM-Marseile

  28. 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; Test 1 Test 1 Combined phonological and visuo-auditory training Drawing training Art games based on abstract painting exercises 40 mn 2x week 8 WEEKS 8 WEEKS Daily (10 mn) phonological exercises Visuo-auditory transcoding – 20 mn 2x week Test 2 Test 2

  29. Error rate Before Training * After Training

  30. Strong – Congruous Difference waves After Training Before Training -30 V Controls Dyslexics 700 1300 ms 200 -150 30 V

  31. 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 ?

  32. Thank you for your attention !

  33. Foreign language In collaboration with Carlos Marquez and Sao Luis Castro University of Porto, Portugal

  34. Design Similar experiment but: Only one phase (language) Sentences in Portugese 2 groups of 16 French adults, musicians and non-musicians

  35. Non-musicians Musicians Effects start much earlier for musicians than for non-musicians 500 200 -15 µV Influence of musical expertise on prosodic processing of a foreign language ms Fz Cz Pz Cong. Weak Strong

  36. -10 V 700 1300 ms 200 -150 40 V Figure 3. Mean amplitude ERPs to pitch manipulations in control and dyslexic children before training. Before Training Controls Dyslexics Congruous words Weak Incongruity Strong Incongruity

  37. -10 V 700 1300 ms 200 -150 40 V Figure 4. Mean amplitude ERPs to pitch manipulations in control and dyslexic children after training. After Training Dyslexics Controls Congruous words Weak Incongruity Strong Incongruity

  38. Non-musicians

  39. Musicians

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