Mireille Besson Equipe Langage Musique et Motricit Institut

Mireille Besson Equipe Langage, Musique et Motricité Institut de Neurosciences Cognitives de la Méditerranée CNRS- Université de la Méditerranée U 2 Programme « Ecole et Sciences Cognitives » IFMR “Neuroscience cognitives et apprentissage” CNRS – INRP Lyon, 23 -24 Mars, 2006

Influence of musical expertise Morphological and functional differences in the brain of musicians and non-musicians: Heschl’s gyrus, secondary auditory cortex, BA 47, 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 al, 1997; Zatorre et al, 2002, …) (Maess et al, 2001; Meyer et al, 2002; Tzourio et Musical expertise influences the anatomo-functional organization of brain regions that are not necessarily specific to music

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

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; …) Acoustic parameters: Fundamental frequency / Pitch Rhythm / Meter Intensity Spectral characteristics Same as music language specificity ? Comparison language - music

Outline o Influence of musical expertise on pitch/F 0 processing in language In adults (Schön, Magne & Besson, Psychophysiology, 2004) In children (Magne, Schön & Besson, Jal of Cog. Neurosc. , 2006) o Influence of musical training on pitch/F 0 processing in language 8 weeks of training (Moreno & Besson, 2006) 6 months of training (Moreno, Marquez, dos Santos, Castro & Besson, in prep. ) o Pitch processing in dyslexic children Detection of strong F 0 violations in language impaired in dyslexics (dos Santos, Moreno, Habib & Besson, in press)

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 |Last Note/Word | XXXX | 150 2000 2000 ms |-----------*------|--------------------|- … Next trial Marqueur

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 +

120 linguistic phrases from children’s books: Example La fillette assise par terre feuilletait un livre d’image + 35% image + 120% image Parametric pitch manipulation (F 0) Hypothesis: If transfer of training, then Congruous: Musicians = Non-musicians Strong incongruity : Musicians = Non-musicians Weak incongruity: Musicians > Non-musicians

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

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

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

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

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

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

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

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

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

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 ?

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

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

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

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

Phase 2: Painting Training (8 weeks)

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

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

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!

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

METHODS 10 phonological dyslexics 10 normal readers mean age: 9. 8 years; std: 1 year; mean age: 8. 8 years; std: 0. 3 years; reading level >18 months below chronological age Test 1 8 W E E K S Combined phonological and Test 1 Drawing training visuo-auditory training Art games based on Daily (10 mn) phonological exercises abstract painting exercises Visuo-auditory transcoding – 20 mn 2 x week Test 2 40 mn 2 x week Test 2 8 W E E K S

Error rate Before Training * After Training

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

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 ?

In collaboration with Carlos Marquez and Sao Luis Castro University of Porto, Portugal

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

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

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

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

Non-musicians

Musicians