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Related Experiment Video

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Improved Auditory Function Caused by Music Versus Foreign Language Training at School Age: Is There a Difference?

Mari Tervaniemi1,2,3, Vesa Putkinen2,4, Peixin Nie1,2

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Foreign language training significantly improved auditory neurocognition in children more than music training. This suggests language learning enhances auditory processing and pitch encoding, supporting linked brain functions in developing minds.

Keywords:
brain developmentlanguagelearningmusictransfer

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Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Auditory Cognition

Background:

  • Music and speech share neurocognitive functions in adults.
  • The interaction of these functions in developing brains remains less understood.

Purpose of the Study:

  • To compare the effects of music and foreign language training on auditory neurocognition in children.
  • To investigate how these training programs influence early auditory predictive brain processes.

Main Methods:

  • A randomized controlled trial with group-based music and foreign language training programs.
  • Auditory event-related potentials (AEPs) recorded before and after year-long programs in 8-11-year-old children.
  • Probing early auditory predictive brain processes using specific experimental paradigms.

Main Results:

  • Foreign language training significantly enhanced early auditory predictive brain processes more than music training.
  • Music training showed benefits in pitch encoding when probed with musically relevant paradigms.
  • Both training types positively impacted auditory neurocognition, particularly pitch encoding.

Conclusions:

  • Foreign language programs can foster auditory and music neurocognition in children, comparable to music programs.
  • Results support a tight coupling of musical and linguistic brain functions during development.
  • Early auditory predictive processing is influenced by both music and language training in children.