Beneficial effects of a music listening intervention on neural speech processing in 0–28-month-old children at risk for dyslexia

Familial risk for developmental dyslexia can compromise auditory and speech processing and subsequent language and literacy development. According to the phonological deficit theory, supporting phonological development during the sensitive infancy period could prevent or ameliorate future dyslexic symptoms. Music is an established method for supporting auditory and speech processing and even language and literacy, but no previous studies have investigated its benefits for infants at risk for developmental language and reading disorders. We pseudo-randomized N∼150 infants at risk for dyslexia to vocal or instrumental music listening interventions at 0–6 months, or to a no-intervention control group. Music listening was used as an easy-to-administer, cost-effective intervention in early infancy. Mismatch responses (MMRs) elicited by speech-sound changes were recorded with electroencephalogram (EEG) before (at birth) and after (at 6 months) the intervention and at a 28 months follow-up. We expected particularly the vocal intervention to promote phonological development, evidenced by enhanced speech-sound MMRs and their fast maturation. We found enhanced positive MMR amplitudes in the vocal music listening intervention group after but not prior to the intervention. Other music activities reported by parents did not differ between the three groups, indicating that the group effects were attributable to the intervention. The results speak for the use of vocal music in early infancy to support speech processing and subsequent language development in infants at developmental risk.

Research Highlights

• Dyslexia-risk infants were pseudo-randomly assigned to a vocal or instrumental music listening intervention at home from birth to 6 months of age.
• Neural mismatch responses (MMRs) to speech-sound changes were enhanced in the vocal music intervention group after but not prior to the intervention.
• Even passive vocal music listening in early infancy can support phonological development known to be deficient in dyslexia-risk.

     

Effects of noradrenergic activity on temporal information processing in humans

Temporal processing of durations in the range of seconds or more is mediated by working-memory mechanisms whereas processing of brief durations in the range of milliseconds appears to be beyond cognitive control and modulated by dopaminergic activity in the basal ganglia. In the present study, the effects of the selective noradrenaline reuptake inhibitor reboxetine on temporal information processing were evaluated. In a double-blind crossover design, either placebo or 2 or 4 mg of reboxetine were administered to 24 healthy male volunteers. Performance on temporal discrimination of longer durations, as indicated by 75%-difference thresholds in relation to a 1,000-ms standard interval, was significantly improved by 2 mg of reboxetine as compared to placebo, whereas the improvement observed with the 4-mg dose just failed to reach statistical significance. There was, however, no effect of reboxetine on temporal discrimination of extremely brief durations, as indicated by threshold values in relation to a 50-ms standard interval. Findings provided additional evidence for the notion that temporal processing of durations in the range of seconds is based on working-memory processes including aspects of directed attention. In timing of brief durations in the range of milliseconds, however, noradrenergic activity didnot seem to play a critical role.     

Interpreting our emotions

This essay looks at the important, but often neglected, contribution that self-interpretation makes to emotional self-knowledge. We engage in acts of self-interpretation when (A) we try to understand what it is that we are feeling, or, relatedly, what it is that we ought to be feeling. On such occasions, we draw upon social and personal narratives as well as on the emotional conceptual repertoires at our disposal. We also engage in acts of self-interpretation when (B) we try to ascertain the meaning or significance of an emotion, treating it as a datum, or piece of evidence, upon which to make inferences or further Interpretations. Although we often seem to have first-person privileged access to our mental states, the third-person strategy of self-interpretation can be a valuable source of self-knowledge. I focus here upon the role that self-interpretation plays in providing us with knowledge about our emotional experiences.