Faculty Opinions recommendation of Music training improves speech-in-noise perception: Longitudinal evidence from a community-based music program.

Purpose Music training has been proposed as a possible tool for auditory training in older adults, as it may improve both auditory and cognitive skills. However, the evidence to support such benefits is mixed. The goal of this study was to determine the differential effects of lifelong musical training and working memory on speech recognition in noise, in older adults. Method A total of 31 musicians and nonmusicians aged 65–78 years took part in this cross-sectional study. Participants had a normal pure-tone average, with most having high-frequency hearing loss. Working memory (memory capacity) was assessed with the backward Digit Span test, and speech recognition in noise was assessed with three clinical tests (Quick Speech in Noise, Hearing in Noise Test, and Revised Speech Perception in Noise). Results Findings from this sample of older adults indicate that neither music training nor working memory was associated with differences on the speech recognition in noise measures used in this study. Similarly, duration of music training was not associated with speech-in-noise recognition. Conclusions Results from this study do not support the hypothesis that lifelong music training benefits speech recognition in noise. Similarly, an effect of working memory (memory capacity) was not apparent. While these findings may be related to the relatively small sample size, results across previous studies that investigated these effects have also been mixed. Prospective randomized music training studies may be able to better control for variability in outcomes associated with pre-existing and music training factors, as well as to examine the differential impact of music training and working memory for speech-in-noise recognition in older adults.

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Music Training for Children With Sensorineural Hearing Loss Improves Speech-in-Noise Perception

Journal of Speech Language and Hearing Research ◽

10.1044/2020_jslhr-19-00391 ◽

2020 ◽

Vol 63 (6) ◽

pp. 1990-2015 ◽

Cited By ~ 1

Author(s):

Chi Yhun Lo ◽

Valerie Looi ◽

William Forde Thompson ◽

Catherine M. McMahon

Keyword(s):

Hearing Loss ◽

Sensorineural Hearing Loss ◽

Spectral Resolution ◽

Passive Control ◽

Sensorineural Hearing ◽

Music Appreciation ◽

Control Group ◽

Music Training ◽

Speech In Noise ◽

Children With Hearing Loss

Purpose A growing body of evidence suggests that long-term music training provides benefits to auditory abilities for typical-hearing adults and children. The purpose of this study was to evaluate how music training may provide perceptual benefits (such as speech-in-noise, spectral resolution, and prosody) for children with hearing loss. Method Fourteen children aged 6–9 years with prelingual sensorineural hearing loss using bilateral cochlear implants, bilateral hearing aids, or bimodal configuration participated in a 12-week music training program, with nine participants completing the full testing requirements of the music training. Activities included weekly group-based music therapy and take-home music apps three times a week. The design was a pseudorandomized, longitudinal study (half the cohort was wait-listed, initially serving as a passive control group prior to music training). The test battery consisted of tasks related to music perception, music appreciation, and speech perception. As a comparison, 16 age-matched children with typical hearing also completed this test battery, but without participation in the music training. Results There were no changes for any outcomes for the passive control group. After music training, perception of speech-in-noise, question/statement prosody, musical timbre, and spectral resolution improved significantly, as did measures of music appreciation. There were no benefits for emotional prosody or pitch perception. Conclusion The findings suggest even a modest amount of music training has benefits for music and speech outcomes. These preliminary results provide further evidence that music training is a suitable complementary means of habilitation to improve the outcomes for children with hearing loss.

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Development of Community-based Music Program to Enhance Ego-integrity for New Silver Generation

The Journal of Humanities and Social sciences 21 ◽

10.22143/hss21.12.3.20 ◽

2021 ◽

Vol 12 (3) ◽

pp. 267-282

Author(s):

Hyeyoung Park

Keyword(s):

Community Based ◽

Ego Integrity ◽

Music Program

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The Effects of a Multimodal Music Program on Young Children’s Facial Expressions During Controlled Singing Tasks

Musicae Scientiae ◽

10.1177/10298649211021463 ◽

2021 ◽

pp. 102986492110214

Author(s):

Jennifer A Bugos ◽

Darlene DeMarie ◽

Miranda Rose Torres ◽

Darbi Lamrani ◽

Ayo A. Gbadamosi

Keyword(s):

Young Children ◽

Facial Expressions ◽

Music Programs ◽

Control Group ◽

Music Training ◽

Pitch Accuracy ◽

Vocal Imitation ◽

Music Program ◽

Main Effect ◽

Before And After

Understanding children’s emotional perceptions of creative tasks can contribute to the optimal design of music programs. Little is known of how young children perceive vocal tasks, and whether music training changes their emotional perceptions. This research examined children’s facial expressions while performing vocal imitation and improvisation tasks before and after music training. Young children ( N=79) aged four to six years were randomly assigned to a multimodal music program, Lego training, or a no-treatment control group. Their facial expressions while performing the tasks were analyzed, and learning outcomes were assessed by measuring participants’ pitch accuracy and improvisation skills at pre-and post-training. The results yielded no significant differences among the groups’ facial expressions. There was, however, a significant main effect of time such that participants showed more Surprise while performing vocal improvisation tasks. While participants in the multimodal music program scored higher on measures of pitch accuracy and improvisation skill, it may be necessary to increase the duration of early childhood music programs to reduce their feelings of apprehension when performing vocal improvisation tasks.

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Effects of an Interventional Music Program on Learning Skills of Primary-School Students with Dyslexia

International Journal of Education and Practice ◽

10.18488/journal.61.2021.93.456.467 ◽

2021 ◽

Vol 9 (3) ◽

pp. 456-467

Author(s):

Foteini Bouloukou ◽

Veronica Marin-Diaz ◽

Nοelia Jimenez-Fanjul

Keyword(s):

Primary School ◽

Training Program ◽

Oral Language ◽

Musical Training ◽

Primary School Students ◽

School Students ◽

Music Training ◽

Learning Skills ◽

Positive Effects ◽

Music Program

Research has shown that children with dyslexia have difficulties perceiving rhythm, and that musical training can enhance their learning skills. The purpose of this research was to investigate the effectiveness of an interventional music-training program based on rhythm-perception enhancement, within the curriculum of the music course in Greece. For this purpose, this research was conducted on primary school students over a period of 12 weeks. Thirty-two students of the 4th Elementary class, diagnosed with dyslexia, participated in the study. The LAMDA (Learning Skills and Weakness Detection Software) test, a weighted tool for automated detection of learning difficulties in written and oral language, was used to assess the improvement of children. The assessment showed that the interventional music-training program improved students' performance in areas such as word recognition, grammar spelling, visual sequences and rhythm reproduction. The research findings indicate that the incorporation of an appropriately adapted music program into the primary school curriculum, as well as the use of music as a systematic treatment, may have positive effects on students with dyslexia.

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Music training improves the ability to understand speech-in-noise in older adults

10.1101/196030 ◽

2017 ◽

Author(s):

Benjamin Rich Zendel ◽

Greg West ◽

Sylvie Belleville ◽

Isabelle Peretz

Keyword(s):

Older Adults ◽

Video Game ◽

Speech Processing ◽

Music Training ◽

Speech Stimuli ◽

Speech In Noise ◽

Rehabilitation Programs ◽

Music Lessons ◽

Brain Responses ◽

Hearing Abilities

AbstractIt is well known that hearing abilities decline with age, and one of the most commonly reported hearing difficulties reported in older adults is a reduced ability to understand speech in noisy environments. Older musicians have an enhanced ability to understand speech in noise, and this has been associated with enhanced brain responses related to both speech processing and the deployment of attention, however the causal impact of music lessons in older adults is poorly understood. A sample of older adults was randomly assigned to learn to play piano (Mus), to learn to play a visuo-spatially demanding video-game (Vid), or to serve as a no-contact control (Nocon).After 6 months, the Mus group improved their ability to understand a word presented in loud background noise. This improvement was related to an earlier N100, enhanced P250 (P2/P3) and a reduced N600 (N400). These findings support the idea that music lessons provide a causal benefit to hearing abilities, and that this benefit is due to both enhanced encoding of speech stimuli, and enhanced deployment of attentional mechanisms towards the speech stimuli. Importantly, these findings suggest that music training could be used as a foundation to develop auditory rehabilitation programs for older adults.

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