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Neural processing of speech in children is influenced by bilingual experience
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Musicians' Enhanced Neural Differentiation of Speech Sounds Arises Early in Life: Developmental Evidence from Ages 3 to 30
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Beat synchronization predicts neural speech encoding and reading readiness in preschoolers
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Auditory learning through active engagement with sound: biological impact of community music lessons in at-risk children
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Engagement in community music classes sparks neuroplasticity and language development in children from disadvantaged backgrounds
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Longitudinal Effects of Group Music Instruction on Literacy Skills in Low-Income Children
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Auditory-motor entrainment and phonological skills: precise auditory timing hypothesis (PATH)
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Musicians' Enhanced Neural Differentiation of Speech Sounds Arises Early in Life: Developmental Evidence from Ages 3 to 30
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The Impoverished Brain: Disparities in Maternal Education Affect the Neural Response to Sound
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Abstract:
Despite the prevalence of poverty worldwide, little is known about how early socioeconomic adversity affects auditory brain function. Socioeconomically disadvantaged children are underexposed to linguistically and cognitively stimulating environments and overexposed to environmental toxins, including noise pollution. This kind of sensory impoverishment, we theorize, has extensive repercussions on how the brain processes sound. To characterize how this impoverishment affects auditory brain function, we compared two groups of normal-hearing human adolescents who attended the same schools and who were matched in age, sex, and ethnicity, but differed in their maternal education level, a correlate of socioeconomic status (SES). In addition to lower literacy levels and cognitive abilities, adolescents from lower maternal education backgrounds were found to have noisier neural activity than their classmates, as reflected by greater activity in the absence of auditory stimulation. Additionally, in the lower maternal education group, the neural response to speech was more erratic over repeated stimulation, with lower fidelity to the input signal. These weaker, more variable, and noisier responses are suggestive of an inefficient auditory system. By studying SES within a neuroscientific framework, we have the potential to expand our understanding of how experience molds the brain, in addition to informing intervention research aimed at closing the achievement gap between high-SES and low-SES children.
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Keyword:
Articles
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URL: http://www.ncbi.nlm.nih.gov/pubmed/24174656 https://doi.org/10.1523/JNEUROSCI.2102-13.2013 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6618371/
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32 |
Biological impact of preschool music classes on processing speech in noise
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33 |
Training changes processing of speech cues in older adults with hearing loss
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Effects of hearing loss on the subcortical representation of speech cues
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Unstable representation of sound: A biological marker of dyslexia
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The ability to tap to a beat relates to cognitive, linguistic, and perceptual skills
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Physiologic discrimination of stop consonants relates to phonological skills in pre-readers: a biomarker for subsequent reading ability?†
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