Rhythm, reading, and sound processing in the brain in preschool children

Abstract A child’s success in school relies on their ability to quickly grasp language and reading skills, the foundations of which are acquired even before entering a formal classroom setting. Previous studies in preschoolers have begun to establish relationships linking beat synchronization, preli...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Silvia Bonacina, Stephanie Huang, Travis White-Schwoch, Jennifer Krizman, Trent Nicol, Nina Kraus
Formato:	article
Lenguaje:	EN
Publicado:	Nature Portfolio 2021
Materias:	Special aspects of education LC8-6691 Neurosciences. Biological psychiatry. Neuropsychiatry RC321-571
Acceso en línea:	https://doaj.org/article/1f8ea44b019f4f5f817fc1cd8ce64e7a
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:1f8ea44b019f4f5f817fc1cd8ce64e7a
record_format	dspace
spelling	oai:doaj.org-article:1f8ea44b019f4f5f817fc1cd8ce64e7a2021-12-02T18:18:51ZRhythm, reading, and sound processing in the brain in preschool children10.1038/s41539-021-00097-52056-7936https://doaj.org/article/1f8ea44b019f4f5f817fc1cd8ce64e7a2021-06-01T00:00:00Zhttps://doi.org/10.1038/s41539-021-00097-5https://doaj.org/toc/2056-7936Abstract A child’s success in school relies on their ability to quickly grasp language and reading skills, the foundations of which are acquired even before entering a formal classroom setting. Previous studies in preschoolers have begun to establish relationships linking beat synchronization, preliteracy skills, and auditory processing. Beat synchronization involves the integration of sensorimotor systems with auditory and cognitive circuits and, therefore calls on many of the same neural networks as language. Using a drumming task, we analyzed the relationship between children’s ability to maintain an isochronous beat with preliteracy skills and frequency following responses (FFRs) in over 150 preschoolers. We show that preschoolers who performed well on the beat synchronization task outscored their peers on all preliteracy measures and had more robust FFRs. Furthermore, the good synchronizers experienced less degradation of certain FFR measures when listening in noise. Together, our results are consistent with the view that rhythm, preliteracy, and auditory processing are interconnected during early childhood.Silvia BonacinaStephanie HuangTravis White-SchwochJennifer KrizmanTrent NicolNina KrausNature PortfolioarticleSpecial aspects of educationLC8-6691Neurosciences. Biological psychiatry. NeuropsychiatryRC321-571ENnpj Science of Learning, Vol 6, Iss 1, Pp 1-11 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Neurosciences. Biological psychiatry. Neuropsychiatry RC321-571
spellingShingle	Special aspects of education LC8-6691 Neurosciences. Biological psychiatry. Neuropsychiatry RC321-571 Silvia Bonacina Stephanie Huang Travis White-Schwoch Jennifer Krizman Trent Nicol Nina Kraus Rhythm, reading, and sound processing in the brain in preschool children
description	Abstract A child’s success in school relies on their ability to quickly grasp language and reading skills, the foundations of which are acquired even before entering a formal classroom setting. Previous studies in preschoolers have begun to establish relationships linking beat synchronization, preliteracy skills, and auditory processing. Beat synchronization involves the integration of sensorimotor systems with auditory and cognitive circuits and, therefore calls on many of the same neural networks as language. Using a drumming task, we analyzed the relationship between children’s ability to maintain an isochronous beat with preliteracy skills and frequency following responses (FFRs) in over 150 preschoolers. We show that preschoolers who performed well on the beat synchronization task outscored their peers on all preliteracy measures and had more robust FFRs. Furthermore, the good synchronizers experienced less degradation of certain FFR measures when listening in noise. Together, our results are consistent with the view that rhythm, preliteracy, and auditory processing are interconnected during early childhood.
format	article
author	Silvia Bonacina Stephanie Huang Travis White-Schwoch Jennifer Krizman Trent Nicol Nina Kraus
author_facet	Silvia Bonacina Stephanie Huang Travis White-Schwoch Jennifer Krizman Trent Nicol Nina Kraus
author_sort	Silvia Bonacina
title	Rhythm, reading, and sound processing in the brain in preschool children
title_short	Rhythm, reading, and sound processing in the brain in preschool children
title_full	Rhythm, reading, and sound processing in the brain in preschool children
title_fullStr	Rhythm, reading, and sound processing in the brain in preschool children
title_full_unstemmed	Rhythm, reading, and sound processing in the brain in preschool children
title_sort	rhythm, reading, and sound processing in the brain in preschool children
publisher	Nature Portfolio
publishDate	2021
url	https://doaj.org/article/1f8ea44b019f4f5f817fc1cd8ce64e7a
work_keys_str_mv	AT silviabonacina rhythmreadingandsoundprocessinginthebraininpreschoolchildren AT stephaniehuang rhythmreadingandsoundprocessinginthebraininpreschoolchildren AT traviswhiteschwoch rhythmreadingandsoundprocessinginthebraininpreschoolchildren AT jenniferkrizman rhythmreadingandsoundprocessinginthebraininpreschoolchildren AT trentnicol rhythmreadingandsoundprocessinginthebraininpreschoolchildren AT ninakraus rhythmreadingandsoundprocessinginthebraininpreschoolchildren
_version_	1718378141573971968

Rhythm, reading, and sound processing in the brain in preschool children

Ejemplares similares