Music training alters the course of adolescent auditory development
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Auteurs : Adam T. Tierney ; Jennifer Krizman ; Nina KrausSource :
- Proceedings of the National Academy of Sciences of the United States of America [ 0027-8424 ] ; 2015.
Abstract
We show that in-school music training changes the course of adolescent brain development. Relative to an active control group that shows the expected wane in subcortical response consistency, adolescents undertaking in-school music training maintained heightened neural consistency throughout high school. The music training group also exhibited earlier emergence of the adult cortical response, suggesting that in-school music accelerates neurodevelopment. These changes seem to benefit literacy skills: both groups improved in phonological awareness relative to the general population, but the music training group improved more compared with the active controls. Our results support the notion that the adolescent brain remains receptive to training, underscoring the importance of enrichment during teenage years.
Url:
DOI: 10.1073/pnas.1505114112
PubMed: 26195739
PubMed Central: 4538630
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Tierney</name><affiliation><nlm:aff id="aff1">Auditory Neuroscience Laboratory,<institution>Northwestern University</institution>, Evanston,<addr-line>IL</addr-line> 60208;</nlm:aff></affiliation><affiliation><nlm:aff id="aff2">Department of Communication Sciences,<institution>Northwestern University</institution>, Evanston,<addr-line>IL</addr-line> 60208;</nlm:aff></affiliation></author><author><name sortKey="Krizman, Jennifer" sort="Krizman, Jennifer" uniqKey="Krizman J" first="Jennifer" last="Krizman">Jennifer Krizman</name><affiliation><nlm:aff id="aff1">Auditory Neuroscience Laboratory,<institution>Northwestern University</institution>, Evanston,<addr-line>IL</addr-line> 60208;</nlm:aff></affiliation><affiliation><nlm:aff id="aff2">Department of Communication Sciences,<institution>Northwestern University</institution>, Evanston,<addr-line>IL</addr-line> 60208;</nlm:aff></affiliation></author><author><name sortKey="Kraus, Nina" sort="Kraus, Nina" uniqKey="Kraus N" first="Nina" last="Kraus">Nina Kraus</name><affiliation><nlm:aff id="aff1">Auditory Neuroscience Laboratory,<institution>Northwestern University</institution>, Evanston,<addr-line>IL</addr-line> 60208;</nlm:aff></affiliation><affiliation><nlm:aff id="aff2">Department of Communication Sciences,<institution>Northwestern University</institution>, Evanston,<addr-line>IL</addr-line> 60208;</nlm:aff></affiliation><affiliation><nlm:aff id="aff3">Institute for Neuroscience,<institution>Northwestern University</institution>, Evanston,<addr-line>IL</addr-line> 60208;</nlm:aff></affiliation><affiliation><nlm:aff id="aff4">Department of Neurobiology and Physiology,<institution>Northwestern University</institution>, Evanston,<addr-line>IL</addr-line> 60208;</nlm:aff></affiliation><affiliation><nlm:aff id="aff5">Department of Otolaryngology,<institution>Northwestern University Feinberg School of Medicine</institution>, Chicago,<addr-line>IL</addr-line> 60611</nlm:aff></affiliation></author></titleStmt><publicationStmt><idno type="wicri:source">PMC</idno><idno type="pmid">26195739</idno><idno type="pmc">4538630</idno><idno type="url">http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4538630</idno><idno type="RBID">PMC:4538630</idno><idno type="doi">10.1073/pnas.1505114112</idno><date when="2015">2015</date><idno type="wicri:Area/Pmc/Corpus">000013</idno><idno type="wicri:Area/Pmc/Curation">000013</idno></publicationStmt><sourceDesc><biblStruct><analytic><title xml:lang="en" level="a" type="main">Music training alters the course of adolescent auditory development</title><author><name sortKey="Tierney, Adam T" sort="Tierney, Adam T" uniqKey="Tierney A" first="Adam T." last="Tierney">Adam T. Tierney</name><affiliation><nlm:aff id="aff1">Auditory Neuroscience Laboratory,<institution>Northwestern University</institution>, Evanston,<addr-line>IL</addr-line> 60208;</nlm:aff></affiliation><affiliation><nlm:aff id="aff2">Department of Communication Sciences,<institution>Northwestern University</institution>, Evanston,<addr-line>IL</addr-line> 60208;</nlm:aff></affiliation></author><author><name sortKey="Krizman, Jennifer" sort="Krizman, Jennifer" uniqKey="Krizman J" first="Jennifer" last="Krizman">Jennifer Krizman</name><affiliation><nlm:aff id="aff1">Auditory Neuroscience Laboratory,<institution>Northwestern University</institution>, Evanston,<addr-line>IL</addr-line> 60208;</nlm:aff></affiliation><affiliation><nlm:aff id="aff2">Department of Communication Sciences,<institution>Northwestern University</institution>, Evanston,<addr-line>IL</addr-line> 60208;</nlm:aff></affiliation></author><author><name sortKey="Kraus, Nina" sort="Kraus, Nina" uniqKey="Kraus N" first="Nina" last="Kraus">Nina Kraus</name><affiliation><nlm:aff id="aff1">Auditory Neuroscience Laboratory,<institution>Northwestern University</institution>, Evanston,<addr-line>IL</addr-line> 60208;</nlm:aff></affiliation><affiliation><nlm:aff id="aff2">Department of Communication Sciences,<institution>Northwestern University</institution>, Evanston,<addr-line>IL</addr-line> 60208;</nlm:aff></affiliation><affiliation><nlm:aff id="aff3">Institute for Neuroscience,<institution>Northwestern University</institution>, Evanston,<addr-line>IL</addr-line> 60208;</nlm:aff></affiliation><affiliation><nlm:aff id="aff4">Department of Neurobiology and Physiology,<institution>Northwestern University</institution>, Evanston,<addr-line>IL</addr-line> 60208;</nlm:aff></affiliation><affiliation><nlm:aff id="aff5">Department of Otolaryngology,<institution>Northwestern University Feinberg School of Medicine</institution>, Chicago,<addr-line>IL</addr-line> 60611</nlm:aff></affiliation></author></analytic><series><title level="j">Proceedings of the National Academy of Sciences of the United States of America</title><idno type="ISSN">0027-8424</idno><idno type="e-ISSN">1091-6490</idno><imprint><date when="2015">2015</date></imprint></series></biblStruct></sourceDesc></fileDesc><profileDesc><textClass></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en"><title>Significance</title><p>We show that in-school music training changes the course of adolescent brain development. Relative to an active control group that shows the expected wane in subcortical response consistency, adolescents undertaking in-school music training maintained heightened neural consistency throughout high school. The music training group also exhibited earlier emergence of the adult cortical response, suggesting that in-school music accelerates neurodevelopment. These changes seem to benefit literacy skills: both groups improved in phonological awareness relative to the general population, but the music training group improved more compared with the active controls. Our results support the notion that the adolescent brain remains receptive to training, underscoring the importance of enrichment during teenage years.</p></div></front></TEI><pmc article-type="research-article"><pmc-comment>The publisher of this article does not allow downloading of the full text in XML form.</pmc-comment>
<front><journal-meta><journal-id journal-id-type="nlm-ta">Proc Natl Acad Sci U S A</journal-id><journal-id journal-id-type="iso-abbrev">Proc. Natl. Acad. Sci. U.S.A</journal-id><journal-id journal-id-type="hwp">pnas</journal-id><journal-id journal-id-type="pmc">pnas</journal-id><journal-id journal-id-type="publisher-id">PNAS</journal-id><journal-title-group><journal-title>Proceedings of the National Academy of Sciences of the United States of America</journal-title></journal-title-group><issn pub-type="ppub">0027-8424</issn><issn pub-type="epub">1091-6490</issn><publisher><publisher-name>National Academy of Sciences</publisher-name></publisher></journal-meta><article-meta><article-id pub-id-type="pmid">26195739</article-id><article-id pub-id-type="pmc">4538630</article-id><article-id pub-id-type="publisher-id">201505114</article-id><article-id pub-id-type="doi">10.1073/pnas.1505114112</article-id><article-categories><subj-group subj-group-type="heading"><subject>Biological Sciences</subject><subj-group><subject>Psychological and Cognitive Sciences</subject></subj-group></subj-group></article-categories><title-group><article-title>Music training alters the course of adolescent auditory development</article-title><alt-title alt-title-type="short">Music training in adolescence</alt-title></title-group><contrib-group><contrib contrib-type="author"><name><surname>Tierney</surname><given-names>Adam T.</given-names></name><xref ref-type="aff" rid="aff1"><sup>a</sup></xref><xref ref-type="aff" rid="aff2"><sup>b</sup></xref><xref ref-type="author-notes" rid="fn1"><sup>1</sup></xref></contrib><contrib contrib-type="author"><name><surname>Krizman</surname><given-names>Jennifer</given-names></name><xref ref-type="aff" rid="aff1"><sup>a</sup></xref><xref ref-type="aff" rid="aff2"><sup>b</sup></xref></contrib><contrib contrib-type="author"><name><surname>Kraus</surname><given-names>Nina</given-names></name><xref ref-type="aff" rid="aff1"><sup>a</sup></xref><xref ref-type="aff" rid="aff2"><sup>b</sup></xref><xref ref-type="aff" rid="aff3"><sup>c</sup></xref><xref ref-type="aff" rid="aff4"><sup>d</sup></xref><xref ref-type="aff" rid="aff5"><sup>e</sup></xref><xref ref-type="corresp" rid="cor1"><sup>2</sup></xref></contrib><aff id="aff1"><sup>a</sup>Auditory Neuroscience Laboratory,<institution>Northwestern University</institution>, Evanston,<addr-line>IL</addr-line> 60208;</aff><aff id="aff2"><sup>b</sup>Department of Communication Sciences,<institution>Northwestern University</institution>, Evanston,<addr-line>IL</addr-line> 60208;</aff><aff id="aff3"><sup>c</sup>Institute for Neuroscience,<institution>Northwestern University</institution>, Evanston,<addr-line>IL</addr-line> 60208;</aff><aff id="aff4"><sup>d</sup>Department of Neurobiology and Physiology,<institution>Northwestern University</institution>, Evanston,<addr-line>IL</addr-line> 60208;</aff><aff id="aff5"><sup>e</sup>Department of Otolaryngology,<institution>Northwestern University Feinberg School of Medicine</institution>, Chicago,<addr-line>IL</addr-line> 60611</aff></contrib-group><author-notes><corresp id="cor1"><sup>2</sup>To whom correspondence should be addressed. Email: <email>nkraus@northwestern.edu</email>.</corresp><fn fn-type="edited-by"><p>Edited by Paula Tallal, The Salk Institute for Biological Studies, La Jolla, CA, and accepted by the Editorial Board June 19, 2015 (received for review March 17, 2015)</p></fn><fn fn-type="con"><p>Author contributions: A.T.T., J.K., and N.K. designed research; A.T.T. and J.K. performed research; A.T.T. and J.K. analyzed data; and A.T.T., J.K., and N.K. wrote the paper.</p></fn><fn fn-type="present-address" id="fn1"><p><sup>1</sup>Present address: Birkbeck, University of London, London WC1E 7HX, England.</p></fn></author-notes><pub-date pub-type="ppub"><day>11</day><month>8</month><year>2015</year></pub-date><pub-date pub-type="epub"><day>20</day><month>7</month><year>2015</year></pub-date><volume>112</volume><issue>32</issue><fpage>10062</fpage><lpage>10067</lpage><self-uri xlink:title="pdf" xlink:href="pnas.201505114.pdf"></self-uri><abstract abstract-type="executive-summary"><title>Significance</title><p>We show that in-school music training changes the course of adolescent brain development. Relative to an active control group that shows the expected wane in subcortical response consistency, adolescents undertaking in-school music training maintained heightened neural consistency throughout high school. The music training group also exhibited earlier emergence of the adult cortical response, suggesting that in-school music accelerates neurodevelopment. These changes seem to benefit literacy skills: both groups improved in phonological awareness relative to the general population, but the music training group improved more compared with the active controls. Our results support the notion that the adolescent brain remains receptive to training, underscoring the importance of enrichment during teenage years.</p></abstract><abstract><p>Fundamental changes in brain structure and function during adolescence are well-characterized, but the extent to which experience modulates adolescent neurodevelopment is not. Musical experience provides an ideal case for examining this question because the influence of music training begun early in life is well-known. We investigated the effects of in-school music training, previously shown to enhance auditory skills, versus another in-school training program that did not focus on development of auditory skills (active control). We tested adolescents on neural responses to sound and language skills before they entered high school (pretraining) and again 3 y later. Here, we show that in-school music training begun in high school prolongs the stability of subcortical sound processing and accelerates maturation of cortical auditory responses. Although phonological processing improved in both the music training and active control groups, the enhancement was greater in adolescents who underwent music training. Thus, music training initiated as late as adolescence can enhance neural processing of sound and confer benefits for language skills. These results establish the potential for experience-driven brain plasticity during adolescence and demonstrate that in-school programs can engender these changes.</p></abstract><kwd-group><kwd>music</kwd><kwd>training</kwd><kwd>auditory</kwd></kwd-group><funding-group><award-group id="gs1"><funding-source id="sp1">National Science Foundation (NSF)<named-content content-type="funder-id">100000001</named-content></funding-source><award-id rid="sp1">SMA1015614</award-id></award-group><award-group id="gs2"><funding-source id="sp2">HHS | National Institutes of Health (NIH)<named-content content-type="funder-id">100000002</named-content></funding-source><award-id rid="sp2">NIH DC009399</award-id></award-group></funding-group><counts><page-count count="6"></page-count></counts></article-meta></front></pmc></record>Pour manipuler ce document sous Unix (Dilib)
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