Investigating the effect of one year of learning to play a musical instrument on speech-in-noise perception and phonological short-term memory in 5-to-7-year-old children

The benefits in speech-in-noise perception, language and cognition brought about by extensive musical training in adults and children have been demonstrated in a number of cross-sectional studies. Therefore, this study aimed to investigate whether one year of school-delivered musical training, consisting of individual and group instrumental classes, was capable of producing advantages for speech-in-noise perception and phonological short-term memory in children tested in a simulated classroom environment. Forty-one children aged 5-7 years at the first measurement point participated in the study and either went to a music-focused or a sport-focused private school with an otherwise equivalent school curriculum. The children's ability to detect number and color words in noise was measured under a number of conditions including different masker types (speech-shaped noise, single-talker background) and under varying spatial combinations of target and masker (spatially collocated, spatially separated). Additionally, a cognitive factor essential to speech perception, namely phonological short-term memory, was assessed. Findings were unable to confirm that musical training of the frequency and duration administered was associated with a musicians' advantage for either speech in noise, under any of the masker or spatial conditions tested, or phonological short-term memory

The contribution of individual differences in memory span and language ability to spatial release from masking in young children

Purpose Working memory capacity and language ability modulate speech reception; however, the respective roles of peripheral and cognitive processing are unclear. The contribution of individual differences in these abilities to utilization of spatial cues when separating speech from informational and energetic masking backgrounds in children has not yet been determined. Therefore, this study explored whether speech reception in children is modulated by environmental factors, such as the type of background noise and spatial configuration of target and noise sources, and individual differences in the cognitive and linguistic abilities of listeners. Method Speech reception thresholds were assessed in 39 children aged 5-7 years in simulated school listening environments. Speech reception thresholds of target sentences spoken by an adult male consisting of number and color combinations were measured using an adaptive procedure, with speech-shaped white noise and single-talker backgrounds that were either collocated (target and back-ground at 0°) or spatially separated (target at 0°, background noise at 90° to the right). Spatial release from masking was assessed alongside memory span and expressive language. Results and Conclusion Significant main effect results showed that speech reception thresholds were highest for informational maskers and collocated conditions. Significant interactions indicated that individual differences in memory span and language ability were related to spatial release from masking advantages. Specifically, individual differences in memory span and language were related to the utilization of spatial cues in separated conditions. Language differences were related to auditory stream segregation abilities in collocated conditions that lack helpful spatial cues, pointing to the utilization of language processes to make up for losses in spatial information

Mean probability scores on L2 listening comprehension for participants with different second-language abilities.

<p>Interaction between Swedish speaking participants’ scores on a second-language (English) reading comprehension test (readgroup divided in low and high scores, split by the median) in a classroom with a short reverberation time (0.33 sec) and a classroom with long reverberation time (1.07 sec).</p

Mean probability scores on L2 listening comprehension.

<p>Swedish speaking participants’ scores on a second-language (English) listening comprehension test (as part of the National Tests of English in the Swedish School System) in a classroom with a short reverberation time (0.33 sec) and a classroom with long reverberation time (1.07 sec) at two different distances from the sound source (1.05 m versus 6.13 m away from the sound source). Error bars represent standard error of means.</p