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Dr. Paula Tallal, who helped to organize the NYAS music conference, explains how music -- more specifically timing in the auditory system -- might affect language development: "Understanding the importance of auditory processing speed is really important for understanding how language works in the brain ... Children with language learning problems (or weak language development) can't sequence two simple tones that differ in frequency when they are presented rapidly in succession. They do absolutely fine when you present two tones separated further apart in time." She continues, "So the actual precision of timing in the auditory system determines what words we actually hear. In order to become a proficient reader and to learn how to spell, we need to hear these small acoustic differences in words and learn that it's those acoustic differences that actually go with the letters."

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Additional Information - NYAS Conference "Music and the Brain" (Lectures by TDLC PIs Dr. Tallal and Dr. Buzsáki):

Description of the human brain processes and perceives music

Now that a correlation has been found between music training and cognitive and language improvements, the next step is to create and test different interventions that might help improve cognitive and language skills in children at risk or struggling in reading or other attentional tasks. Paula Tallal, as part of the Scientific Learning Corporation, has helped develop the. The program consists of a series of computer-delivered brain fitness exercises to help educators improve children's academic achievement. "After auditory language training of children with dyslexia," Dr. Tallal explains, "metabolic brain activity more closely resembles "normal" readers, and reading improved enormously after intervention." In fact, Improving neural capacities has been shown to improve student performance, independent of content (language, math, science) or curriculum used (Tallal, 2004). So, Dr. Tallal explains, "even children's math scores improve tremendously in large clinical trials in the schools, even though we don't train math. We train the brain's precision to process auditory and language information. Our focus is not just auditory, it is not just music, but what that does for language and how important language is for ALL academic achievement."

~Arthur Schopenhauer (1788–1860)Negro music expresses, on the human plane, the harmony of the vast rhythms of the universe.
Listening to your music shouldn't be.

Can music cause the human language to evolve and …

In addition to the BCI studies, SCCN is involved in several other music projects. In one, PhD student Grace Leslie is working with Scott Makeig to study emotional expression of a person attempting to convey the feeling of the music they are hearing via expressive 'conducting' gestures, using their new Mobile Brain/Body Imaging (MoBI) laboratory. In a related pilot project, Dr. Makeig and his team are using an instrumented violin bow to collect EEG, motion capture, and bow dynamics from violinists attempting to express various feelings vita simple open-string bowed violin tones.

The finding suggests that not only is music deeply rooted in human nature, but that some types of songs transcend cultural boundaries.

Music clipart brain - Pencil and in color music clipart brain

Emotional response to music is arguably the highest response level - although the most primitive areas of the brain appear to be heavily involved. It also apparently arises from a specialized part of the brain. Sacks gives examples of people who have the full tool kit for music processing, including a strong emotional response, and then suffer an accident. They retain the ability to perceive all of the structural characteristics of music, but completely lose the emotional response. He quotes one patient: "[music] had always been the primary unfailing source that nourished my spirit. Now it just didn't mean anything."

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A robot and human musical performance - The Washington Post


Researchers are finding that music training correlates with cognitive and language improvements. , director of the Institute for Music and the Mind at McMaster University in West Hamilton, Ontario, and colleagues compared preschool children who had taken music lessons with those who did not. Those with some training showed larger brain responses on a number of sound recognition tests given to the children. Her research indicated that musical training appears to modify the brain's auditory cortex. Even a year or two of music training led to enhanced levels of memory and attention (when measured by the same type of tests that monitor electrical and magnetic impulses in the brain). Harvard University researcher found a correlation between early-childhood training in music and enhanced motor and auditory skills as well as improvements in verbal ability and nonverbal reasoning.