Regular rhythmic primes improve sentence repetition in children with developmental language disorder

Recently reported links between rhythm and grammar processing have opened new perspectives for using rhythm in clinical interventions for children with developmental language disorder (DLD). Previous research using the rhythmic priming paradigm has shown improved performance on language tasks after regular rhythmic primes compared to control conditions. However, this research has been limited to effects of rhythmic priming on grammaticality judgments. The current study investigated whether regular rhythmic primes could also benefit sentence repetition, a task requiring proficiency in complex syntax—an area of difficultly for children with DLD. Regular rhythmic primes improved sentence repetition performance compared to irregular rhythmic primes in children with DLD and with typical development—an effect that did not occur with a non-linguistic control task. These findings suggest processing overlap for musical rhythm and linguistic syntax, with implications for the use of rhythmic stimulation for treatment of children with DLD in clinical research and practice

Local characteristics of the standing genetic diversity of European beech with high within-region differentiation at the eastern part of the range

Developing "climate smart forestry" (CSF) indicators in mountain forest regions requires collection and evaluation of local data and their attributes. Genetic resources are listed among the core indicators for forest biological diversity. This study is a report on the evaluation of the standing genetic diversity within and across 12 pure beech stands (Fagus sylvatica L.) established within the CLIMO (CLImate Smart Forestry in MOuntain Regions) project, using nuclear microsatellite markers. The sampling sites were set along the species' distribution range, including the Balkan region and extending towards the Iberian Peninsula. Cores or leaves from 20 to 23 old, mature trees per plot were sampled for DNA analysis. Genetic diversity indices were high across the range (H-E = 0.74-0.81) with the highest in the Bosnian Mountains. Genetic divergence increased significantly with the geographical distance (Mantel test: r = 0.81, p < 0.001). Most of the stands exhibited an excess of heterozygotes, with the highest value at the Hungarian site (H-O/H-E = 1.177), where beech persists close to the eastern xeric limit of the species' distribution. STRUCTURE revealed within-region differentiation in the Balkan Peninsula, where the Bulgarian stand was the most outstanding. The genetic parameters of each stand could be assessed as a resource for CSF indicators interpreted especially at the local level.The authors acknowledge the networking support by the COST (European Cooperation in Science and Technology) Action CLIMO (Climate-Smart Forestry in Mountain Regions -CA15226) financially supported by the EU Framework Programme for Research and Innovation HORIZON 2020. Michal Bosela was additionally supported by the Slovak Research and Development Agency (project Nos. APVV-15-0265 and APVV-19-0183)

Meter processing and grammatical skills in school-aged children: an EEG study

Neural oscillations across frequency bands synchronize with linguistic and rhythmic structures in the absence of acoustic cues and motor movements (Ding et al., 2016; Iversen et al., 2009; Jones &amp; Boltz, 1989). The present study aims to investigate whether meter processing differences, beyond the perception of acoustic patterns of rhythms, can account for individual differences in grammatical abilities. Expressive grammar (SPELT-3) and meter processing are measured in 5-8-year-old typically developing children together with nonverbal IQ (PTONI), and language abilities (TOLDP-4). Meter processing is measured with EEG in a passive listening paradigm, in which a simple rhythm is presented repeatedly with a physical accent 1) in the whole block (physical beat condition) or 2) only for the first ten trials of the block (induced beat condition). Neural responses to the beat are measured after the tenth trial of each block. Preliminary results (N=11, 8 female, mean age = 6.57) indicate a similar event-related response to the physical beats as to the induced beats. Furthermore, when considering children’s expressive grammatical abilities, preliminary results indicate a difference in the pattern of ERP responses given to the physical and induced beats in above-average expressive grammar (N=5) versus average expressive grammar participants (N=4). These results suggest that differences in meter processing skills may account for individual differences in grammatical abilities

The Musical Abilities, Pleiotropy, Language, and Environment (MAPLE) Framework for Understanding Musicality-Language Links Across the Lifespan

Using individual differences approaches, a growing body of literature finds positive associations between musicality and language-related abilities, complementing prior findings of links between musical training and language skills. Despite these associations, musicality has been often overlooked in mainstream models of individual differences in language acquisition and development. To better understand the biological basis of these individual differences, we propose the Musical Abilities, Pleiotropy, Language, and Environment (MAPLE) framework. This novel integrative framework posits that musical and language-related abilities likely share some common genetic architecture (i.e., genetic pleiotropy) in addition to some degree of overlapping neural endophenotypes, and genetic influences on musically and linguistically enriched environments. Drawing upon recent advances in genomic methodologies for unraveling pleiotropy, we outline testable predictions for future research on language development and how its underlying neurobiological substrates may be supported by genetic pleiotropy with musicality. In support of the MAPLE framework, we review and discuss findings from over seventy behavioral and neural studies, highlighting that musicality is robustly associated with individual differences in a range of speech-language skills required for communication and development. These include speech perception-in-noise, prosodic perception, morphosyntactic skills, phonological skills, reading skills, and aspects of second/foreign language learning. Overall, the current work provides a clear agenda and framework for studying musicality-language links using individual differences approaches, with an emphasis on leveraging advances in the genomics of complex musicality and language traits

Musical rhythm abilities and risk for developmental speech-language problems and disorders: epidemiological and polygenic associations

Impaired musical rhythm abilities and developmental speech-language related disorders are biologically and clinically intertwined. Prior work examining their relationship has primarily used small samples; here, we studied associations at population-scale by conducting the largest systematic epidemiological investigation to date (total N = 39,092). Based on existing theoretical frameworks, we predicted that rhythm impairment would be a significant risk factor for speech-language disorders in the general adult population. Findings were consistent across multiple independent datasets and rhythm subskills (including beat synchronization and rhythm discrimination), and aggregate meta-analyzed data showed that rhythm impairment is a modest but consistent risk factor for developmental speech, language, and reading disorders (OR = 1.32 [1.14 – 1.49]; p &lt; .0001). Further, cross-trait polygenic score analyses indicate shared genetic architecture between musical rhythm and reading abilities, providing evidence for genetic pleiotropy between rhythm and language-related phenotypes