BibTex RIS Kaynak Göster
Yıl 2014, Cilt: 31 Sayı: 4, 328 - 334, 01.10.2014

Öz

Kaynakça

  • 1. Weeks LH. Music and its effect on late auditory evoked potentials in elementary school aged children. Honors Theses, Paper 2, Honors College; 2011.p.13-9.
  • 2. Kuriki S, Kanda S, Hirata Y. Effects of musical experience on different components of meg responses elicited by sequential piano-tones and chords. J Neurosci 2006;26:4046-53.[CrossRef]
  • 3. Musacchia G, Strait D, Kraus N. Relationships between behavior, brainstem and cortical encoding of seen and heard speech in musicians and non-musicians. Hear Res 2008;241:34-42.[CrossRef]
  • 4. Neville HJ, Andersson A, Bagdade O, Bell T, Currin J, Fanning J, et al. Effects of music training on brain and cognitive development in underprivileged 3- to 5-year-old children: Preliminary results. In: Asbury C, Rich B. Learning, arts, and the brain. New York: Dana Press; 2008.p. 105-16.
  • 5. Trainor LJ, Shahin A, Roberts LE. Effects of musical training on the Audiotory Cortex in children. Ann N Y Acad Sci 2003;999:506-513. [CrossRef]
  • 6. Chermak GD. Music and auditory training. Hear J (Pathways) 2010;63:57-8.
  • 7. Anvari S, Trainor LJ, Woodside J, Levy, BA. Relations among musical skills, phonological processing, and early reading ability in preschool children. Journal of Exp Child Psychol 2002;83:111-30. [CrossRef]
  • 8. Lamb SJ, Gregory AH. The relationship between music and reading in beginning readers. J Educ Psychol 1993;13:13-27.
  • 9. Anderson S, Kraus N. Neural encoding of speech and music: Implications for hearing speech in noise. Semin Hear 2011;32:129-41. [CrossRef]
  • 10. Kraus N, Chandrasekaran B. Music training for the development of auditory skills. Nat Rev Neurosci 2010;11:599-605. [CrossRef]
  • 11. Strait DL, Clark AP, Hittner E, Kraus N. Musical training during early childhood enhances the neural encoding of speech in noise. Brain Lang 2012;123:191-201. [CrossRef]
  • 12. Shahin A, Bosnyak DJ, Trainor LJ, Larry E. Roberts LE. Enhancement of Neuroplastic P2 and N1c Auditory Evoked Potentials in Musicians. J Neurosci 2003;23:5545-52.
  • 13. Tremblay K, Kraus N, McGee T, Ponton C, Otis B. Central auditory plasticity: Changes in the N1-P2 complex after speech-sound training. Ear Hear 2001;22:79-90.[CrossRef]
  • 14. Atienza M, Cantero JL, Dominguez-Marin E. The time course of neural changes underlying auditory perceptual learning. Learn Mem 2002;9:138-50.[CrossRef]
  • 15. Bosnyak DJ, Eaton RA, Roberts LE. Distributed auditory cortical representations are modified when non-musicians are trained at pitch discrimination with 40 Hz amplitude modulated tones. Cereb Cortex 2004;14:1088-99.[CrossRef]
  • 16. Purdy SC, Kelly AS, Thorne PR. Auditory evoked potentials as measures of plasticity in humans. Audiol Neurootol 2001;6:211-5.[CrossRef]
  • 17. Nikjeh DA, Lister JJ, Frisch SA. Preattentive cortical-evoked responses to pure tones, harmonic tones, and speech: influence of music training. Ear Hear 2009;30:432-46.[CrossRef]

The Investigation of Cortical Auditory Evoked Potentials Responses in Young Adults Having Musical Education

Yıl 2014, Cilt: 31 Sayı: 4, 328 - 334, 01.10.2014

Öz

Background: In the literature, music education has been shown to
enhance auditory perception for children and young adults. When
compared to young adult non-musicians, young adult musicians
demonstrate increased auditory processing, and enhanced sensitivity
to acoustic changes. The evoked response potentials associated with
the interpretation of sound are enhanced in musicians. Studies show
that training also changes sound perception and cortical responses.
The earlier training appears to lead to larger changes in the auditory
cortex.
Aims: Most cortical studies in the literature have used pure tones
or musical instrument sounds as stimuli signals. The aim of those
studies was to investigate whether musical education would enhance
auditory cortical responses when speech signals were used. In this
study, the speech sounds extracted from running speech were used
as sound stimuli.
Study Design: Non-randomized controlled study.Methods: The experimental group consists of young adults up to 21
years-old, all with a minimum of 4 years of musical education. The
control group was selected from young adults of the same age without
any musical education. The experiments were conducted by using a
cortical evoked potential analyser and /m/, /t/ /g/ sound stimulation at
the level of 65 dB SPL. In this study, P1 / N1 / P2 amplitude and latency
values were measured.
Results: Significant differences were found in the amplitude values
of P1 and P2 (p<0.05). The differences among the latencies were not
found to be significantly important (p>0.05).
Conclusion: The results obtained in our study indicate that musical
experience has an effect on the nervous system and this can be seen in
cortical auditory evoked potentials recorded when the subjects hear
speech

Kaynakça

  • 1. Weeks LH. Music and its effect on late auditory evoked potentials in elementary school aged children. Honors Theses, Paper 2, Honors College; 2011.p.13-9.
  • 2. Kuriki S, Kanda S, Hirata Y. Effects of musical experience on different components of meg responses elicited by sequential piano-tones and chords. J Neurosci 2006;26:4046-53.[CrossRef]
  • 3. Musacchia G, Strait D, Kraus N. Relationships between behavior, brainstem and cortical encoding of seen and heard speech in musicians and non-musicians. Hear Res 2008;241:34-42.[CrossRef]
  • 4. Neville HJ, Andersson A, Bagdade O, Bell T, Currin J, Fanning J, et al. Effects of music training on brain and cognitive development in underprivileged 3- to 5-year-old children: Preliminary results. In: Asbury C, Rich B. Learning, arts, and the brain. New York: Dana Press; 2008.p. 105-16.
  • 5. Trainor LJ, Shahin A, Roberts LE. Effects of musical training on the Audiotory Cortex in children. Ann N Y Acad Sci 2003;999:506-513. [CrossRef]
  • 6. Chermak GD. Music and auditory training. Hear J (Pathways) 2010;63:57-8.
  • 7. Anvari S, Trainor LJ, Woodside J, Levy, BA. Relations among musical skills, phonological processing, and early reading ability in preschool children. Journal of Exp Child Psychol 2002;83:111-30. [CrossRef]
  • 8. Lamb SJ, Gregory AH. The relationship between music and reading in beginning readers. J Educ Psychol 1993;13:13-27.
  • 9. Anderson S, Kraus N. Neural encoding of speech and music: Implications for hearing speech in noise. Semin Hear 2011;32:129-41. [CrossRef]
  • 10. Kraus N, Chandrasekaran B. Music training for the development of auditory skills. Nat Rev Neurosci 2010;11:599-605. [CrossRef]
  • 11. Strait DL, Clark AP, Hittner E, Kraus N. Musical training during early childhood enhances the neural encoding of speech in noise. Brain Lang 2012;123:191-201. [CrossRef]
  • 12. Shahin A, Bosnyak DJ, Trainor LJ, Larry E. Roberts LE. Enhancement of Neuroplastic P2 and N1c Auditory Evoked Potentials in Musicians. J Neurosci 2003;23:5545-52.
  • 13. Tremblay K, Kraus N, McGee T, Ponton C, Otis B. Central auditory plasticity: Changes in the N1-P2 complex after speech-sound training. Ear Hear 2001;22:79-90.[CrossRef]
  • 14. Atienza M, Cantero JL, Dominguez-Marin E. The time course of neural changes underlying auditory perceptual learning. Learn Mem 2002;9:138-50.[CrossRef]
  • 15. Bosnyak DJ, Eaton RA, Roberts LE. Distributed auditory cortical representations are modified when non-musicians are trained at pitch discrimination with 40 Hz amplitude modulated tones. Cereb Cortex 2004;14:1088-99.[CrossRef]
  • 16. Purdy SC, Kelly AS, Thorne PR. Auditory evoked potentials as measures of plasticity in humans. Audiol Neurootol 2001;6:211-5.[CrossRef]
  • 17. Nikjeh DA, Lister JJ, Frisch SA. Preattentive cortical-evoked responses to pure tones, harmonic tones, and speech: influence of music training. Ear Hear 2009;30:432-46.[CrossRef]
Toplam 17 adet kaynakça vardır.

Ayrıntılar

Diğer ID JA46AU54PE
Bölüm Araştırma Makalesi
Yazarlar

Zahra Polat Bu kişi benim

Ahmet Ataş Bu kişi benim

Yayımlanma Tarihi 1 Ekim 2014
Yayımlandığı Sayı Yıl 2014 Cilt: 31 Sayı: 4

Kaynak Göster

APA Polat, Z., & Ataş, A. (2014). The Investigation of Cortical Auditory Evoked Potentials Responses in Young Adults Having Musical Education. Balkan Medical Journal, 31(4), 328-334.
AMA Polat Z, Ataş A. The Investigation of Cortical Auditory Evoked Potentials Responses in Young Adults Having Musical Education. Balkan Medical Journal. Ekim 2014;31(4):328-334.
Chicago Polat, Zahra, ve Ahmet Ataş. “The Investigation of Cortical Auditory Evoked Potentials Responses in Young Adults Having Musical Education”. Balkan Medical Journal 31, sy. 4 (Ekim 2014): 328-34.
EndNote Polat Z, Ataş A (01 Ekim 2014) The Investigation of Cortical Auditory Evoked Potentials Responses in Young Adults Having Musical Education. Balkan Medical Journal 31 4 328–334.
IEEE Z. Polat ve A. Ataş, “The Investigation of Cortical Auditory Evoked Potentials Responses in Young Adults Having Musical Education”, Balkan Medical Journal, c. 31, sy. 4, ss. 328–334, 2014.
ISNAD Polat, Zahra - Ataş, Ahmet. “The Investigation of Cortical Auditory Evoked Potentials Responses in Young Adults Having Musical Education”. Balkan Medical Journal 31/4 (Ekim 2014), 328-334.
JAMA Polat Z, Ataş A. The Investigation of Cortical Auditory Evoked Potentials Responses in Young Adults Having Musical Education. Balkan Medical Journal. 2014;31:328–334.
MLA Polat, Zahra ve Ahmet Ataş. “The Investigation of Cortical Auditory Evoked Potentials Responses in Young Adults Having Musical Education”. Balkan Medical Journal, c. 31, sy. 4, 2014, ss. 328-34.
Vancouver Polat Z, Ataş A. The Investigation of Cortical Auditory Evoked Potentials Responses in Young Adults Having Musical Education. Balkan Medical Journal. 2014;31(4):328-34.