Music training for the development of auditory skills

By Nina Kraus, B. Chandrasekaran. Nature Reviews Neuroscience, 2010

1,019 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Music, Social Psychology

View Paper: https://www.semanticscholar.org/paper/a63a59a288486e1bbc8eda3d5547d4226167e222

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Citations in the corpus

The Musicality of Non-Musicians: An Index for Assessing Musical Sophistication in the General Population (2014, background): “Recent work has stressed the extent to which certain aspects of musical listening can result in top-down interactions from cortical to subcortical areas, in order to better encode the most relevant features of the incoming stimulus [63].”
Music expertise shapes audiovisual temporal integration windows for speech, sinewave speech, and music (2014, background): “…Munte et al., 2002; Schneider et al., 2005; Hannon and Trainor, 2007; Baumann et al., 2008; Imfeld et al., 2009) that seems to benefit linguistic and non-linguistic skills (Magne et al., 2006; Marques et al., 2007; Moreno et al., 2009; Tzounopoulos and Kraus, 2009; Kraus and Chandrasekaran, 2010).”
Moving toward a neuroplasticity view of bilingualism, executive control, and aging (2014, background): “Such effects have been demonstrated for trained musicians as well (Kraus & Chandrasekaran, 2010), suggesting a more general benefit associated with specific types of auditory experience.”
Melodies that Help: The Relation between Language Aptitude and Musical Intelligence (2011, background): “Music training develops auditory skills (Kraus and Chandrasekaran, 2010) as well as verbal memory (Chan and Cheung, 1998).”
Why would Musical Training Benefit the Neural Encoding of Speech? The OPERA Hypothesis (2011, background): “From Kraus and Chandrasekaran (2010), reproduced with permission. www.frontiersin.org June 2011 | Volume 2 | Article 142 | 3 FiguRE 4 | Time–amplitude waveform of a 40-ms synthesized speech stimulus /da/ is shown in blue (time shifted by 6 ms to be comparable with the neural response).”
Revisiting the association between music lessons and intelligence: Training effects or music aptitude? ☆ (2017, background): “…bias to interpret correlational data as evidence thatmusic training causes improvements in nonmusical domains (e.g., Bugos &Mostafa, 2011; Kraus & Chandrasekaran, 2010; Skoe & Kraus, 2012; Strait & Kraus, 2011a, 2011b; Strait, Parbery-Clark, Hittner, & Kraus, 2012; Zuk, Benjamin, Kenyon,…”
The Ease of Language Understanding (ELU) model: theoretical, empirical, and clinical advances (2013, background): “The conclusion about some kind of fine-tuning is further reinforced by the finding that WM processes are interconnected with the effects of practice on auditory skills (Kraus and Chandrasakaren, 2010) and their corresponding neural signatures (Kraus et al., 2012).”
The neuroaesthetics of music. (2013, background): “…many experiments have been conducted on the neural effects of musical expertise on perceptual and cognitive skills (e.g., Brattico et al., 2009; Kraus & Chandrasekaran, 2010; Pallesen et al., 2010; Schulze, Zysset, Mueller, Friederici, & Koelsch, 2011; Tervaniemi, Rytkönen, Schröger,…”
Speech and music recruit frequency-specific distributed and overlapping cortical networks (2024, background): “This point is often put forward when interpreting the positive impact music training can have on different levels of speech and language processing (Flaugnacco et al., 2015; François et al., 2013; Kraus & Chandrasekaran, 2010; Schön et al., 2004) .”