Psychology and Behavioral Sciences

| Peer-Reviewed |

Music-related Auditory Stimulation and Phonological Working Memory

Received: 30 November 2020    Accepted: 07 December 2020    Published: 18 January 2021
Views:       Downloads:

Share This Article

Abstract

At first glance, children with language impairments are difficult to understand, which is why speech therapy tends to focus on pronunciation. Upon closer inspection, however, the impairment is often based on deficiencies in speech comprehension, phonological working memory and phoneme discrimination skills. Despite their importance for successful learning at school, working memory capacity and speech comprehension are still not components of conventional speech therapy. In this experiment, 92 preschool-aged children with deficiencies in speech comprehension and working memory were observed for a period of 15 weeks. Considering that working memory has in the past been considered unresponsive to speech therapy, the evaluation study focused on proving this to be achievable through music-related auditory stimulation. The children were divided into three groups. The experimental group (n=32) took part in auditory stimulation with technically modulated music for a period of 12 weeks. The special-attention group (n=31) was assisted in school activities for a similar period. The third group (n=37) served as a waiting list control group. The children in the experimental group showed significantly improved working memory capacity and better phoneme discrimination skills compared to the control groups. The findings of the study suggest that music-related auditory stimulation can support children with language impairments and improve their chances at school.

DOI 10.11648/j.pbs.20211001.13
Published in Psychology and Behavioral Sciences (Volume 10, Issue 1, February 2021)
Page(s) 18-24
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Music-related Auditory Stimulation, Phone Discrimination, Preschool Children, Speech Comprehension, Working Memory

References
[1] Alloway, T. P., Alloway, R. G. (2010). Investigating the predictive roles of working memory and IQ in academic attainment. Journal of Experimental Child Psychology, 106, 20-29.
[2] Baddeley, A. D. (1992). Working memory. Science, 255, 556-559.
[3] Weinert, S. (2010). Beziehung zwischen Sprachentwicklung und Gedächtnisentwicklung. In H.-P. Trolldenier, W. Lenhard & P. Marx (Hrsg.), Brennpunkte der Gedächtnisforschung. Entwicklungs- und pädagogisch- psychologische Perspektiven, (S. 147-169). Göttingen: Hogrefe.
[4] Baddeley, A. D. (1986). Working memory. Oxford: Oxford University Press.
[5] Baddeley, A. D., Gathercole S. & Papagno, C. (1998). The phonological loop as a language learning device. Psychological Review, 105, 158-173.
[6] Henry, L. (2012). Working Memory in Children. London: SAGE Publications.
[7] Sachse S. (2007). Neuropsychologische und neuro¬physiologische Untersuchungen bei Late Tal¬kers im Quer- und Längsschnitt. München: Dr. Hut.
[8] Gebhard, W. (2005). Zur Diagnostik von Sprachverständnisstörungen im Grundschulalter. In P. Arnoldy & B. Traub (Ed.), Sprachentwicklungsstörungen früh erkennen und behandeln. XXVI. Kongress. “Werkstatt Sprachheilpädagogik” der deutschen Gesellschaft für Sprachheilpädagogik. (pp. 96-99). Karlsruhe: von Loeper Literaturverlag.
[9] Zollinger B. (1997). Die Entdeckung der Sprache. Bern: Haupt.
[10] Justice, L., Mashburn, A. & Petscher, Y. (2013). Very early language skills of fifth-grade poor comprehenders. Journal of Research in Reading, 36, 172-185.
[11] Lorenz, J. H. (2005). Mathematikverstehen und Sprach-rezeptionsstörungen in den Eingangsklassen. In P. Arnoldy & B. Traub (Hrsg.), Sprachentwicklungs-störungen früh erkennen und behandeln, XXVI. Kongress „Werkstatt Sprachheilpädagogik “der deutschen Gesell-schaft für Sprachheilpädagogik (S. 105-122). Karlsruhe: von Loeper Literaturverlag.
[12] Tippelt, S. & Suchodoletz, W. von (2011). Screeningverfahren zur Erfassung sprachgestörter Kinder bei der U7. In T. Hellbrügge & B. Schneeweiß (Hrsg.), Frühe Störungen behandeln - Elternkompetenz stärken (S. 222-246). Stuttgart: Klett-Cotta.
[13] Petermann, F. & Rißling, J. K. (2011). Sprachdiagnostik im Vor-und Grundschulalter. Sprachheilarbeit, 131-137
[14] Grohnfeldt, M. (2011). Überlegungen zu einer Sprachtherapie als Wissenschaft. Sprachheilarbeit, 122-130.
[15] Hess, M. M. (2001). Auditive Verarbeitungs- und Wahrnehmungsstörungen im Kindesalter. HNO, 593-597
[16] Lauer, N. (2014). Evidenzbasierte Betrachtung auditiver Verarbeitungsstörungen – Ein Überblick über AVS und die aktuelle Evidenzlage. Forum Logopädie, 28, 6-14.
[17] Jentschke, S. & Koelsch, S. (2009). Musical training modulates the development of syntax processing in children. NeuroImage, 47, 735-744
[18] Putkinen, V., Tervaniemi, M. & Huotilainen, M. (2013). Informal musical activities are linked to auditory discrimination and at¬tention in 2-3-year-old children – an event-related potential study. European Journal of Neuroscience, 37, 654-661.
[19] Koelsch, S. & Friederici, A. D. (2003). Towards the neural basis of processing structure in music. In G. Avanzini, C. Falenza, D. Minciacchi, L. Lopez & M. Maino (Eds.) The Neuroscience and Music. Annals of New York Academy of Sciences, 999, 15-28.
[20] Sallat, S. (2008). Musikalische Fähigkeiten im Fokus von Sprachentwicklung und Sprachentwicklungsstörungen. Idstein: Schulz-Kirchner-Verlag
[21] Lurija, A. (2001). Das Gehirn in Aktion. Einführung in die Neuropsychologie (The Working Brain: An Introduction to Neuropsychology. 1973), p. 39. Reinbek: Rowohlt.
[22] Joutsenvirta, A. (2005): Basics of Acoustics – The harmonic spectrum and the formants. Sibelius Akatemia (Ed.). Akustiikan perusteet – Etusivu (uniarts.fi)
[23] Lennes, M. (2004) 7.5 Formanttianalyysi (lennes.github.io) https://lennes.github.io/praat-opas/node36.html
[24] Wirth, G. (2000). Sprachstörungen, Sprechstörungen, Kindliche Hörstörungen - Lehrbuch für Ärzte, Logopäden und Sprachheilpädagogen, p. 94, 106) (5. Aufl. überarbeitet von M. Ptok & R. Schönweiler). Köln: Deutscher Ärzte-Verlag.
[25] Minning, U. (2014) AUDIVA®, Kandern. http://audiva.ch.
[26] Nickisch, A. & Massinger, C. (2011). Sprachfreie auditive Verarbeitung bei Kindern mit spezifischer Sprachentwicklungsstörung (SSES). In T. Hellbrügge & B. Schneewei ß (Ed.), Frühe Störungen behandeln - Elternkompetenz stärken (pp. 268-272). Stuttgart: Klett-Cotta.
[27] Hasselhorn, M., Grube, D. & Mähler, C. (2000). Theoretisches Rahmenmodell für ein Diagnostikum zur differenziellen Funktionsanalyse des phonologischen Arbeitsgedächtnisses. In M. Hasselhorn, W. Schneider & H. Marx (Ed.), Diagnostik von Lese-Rechtsschreibschwierigkeiten (pp. 168-180). Göttingen: Hogrefe.
[28] Spitzer, M. (2009). Musik im Kopf. Hören, Musizieren, Verstehen und Erleben im neuronalen Netzwerk (9. unveränderter Nachdruck der 1. Aufl.) p. 190. Stuttgart: Schattauer.
[29] Penner, Z. (2006). Sehr frühe Förderung als Chance. Köln: Bildungsverlag EINS.
[30] Gervain, J., & Werker, J. F. (2013). Prosody cues word order in 7-month-old bilingual infants. Nature Communications, 4.
[31] Hannon, E. E. & Trainor, L. J. (2007). Music acquisition: Effects of enculturation and formal training on development. Trends in Cognitive Sciences, 11, 467-472.
[32] Sachse, S. & Suchodoletz von, W. (2011). Möglichkeiten der Früherkennung von Sprachentwicklungsstörungen im Säuglingsalter und zum Zeitpunkt der U6. In T. Hellbrügge & B. Schneeweiß (Hrsg.), Frühe Störungen behandeln - Elternkompetenz stärken (pp. 187-203). Stuttgart: Klett-Cotta.
[33] Patel, A. D. (2003). Rhythm in language and music - Parallels and differences. Annals of New York Academy of Sciences, 999, 140-143.
[34] Patel, A. D. (2012). The OPERA hypothesis - assumptions and clarifications. Annals of New York Academy of Sciences, 1252, 124-128.
[35] Grube, D. (1998). Die Kapazität des phonetischen Speichers des Arbeitsgedächtnisses als “auditive Präsenzzeit” und ihr Einfluss auf die Reproduktion von Zeitmustern. In U. Kotkamp & W. Krause (Hrsg.), Intelligente Informationsverarbeitung (pp. 225-231). Wiesbaden: Deutscher Universitätsverlag.
[36] Trainor, L. J., Shahin, A. & Roberts, L. E. (2003). Effects of musical training on the auditory cortex of children. Annals of New York Academy of Sciences, 999, 506-513.
[37] Früchtenicht, K. (2014). Die Wirksamkeit eines Hörtrainings mit Musik bei Kindern mit Sprachverständnisstörungen im Vorschulalter. Dissertation at the Carl von Ossietzky Universität Oldenburg. http://nbn-resolving.de/urn:nbn:de:gbv:715-oops-25722
[38] Früchtenicht, K. (2017a). Hörtraining mit Musik bei Sprachverständnisstörungen. Forum Logopädie 31, 6-13.
[39] Früchtenicht, K. (2017b). Hörtraining mit Musik und das auditive Arbeitsgedächtnis. Praxis Sprache 4, 209-214.
[40] Fox, A. V. (ed.) (2009). TROG-D - Test zur Überprüfung des Grammatikverständnisses (TROG-D - Grammar Comprehension Test). Idstein: Schulz-Kirchner.
[41] Schöler, H. & Brunner, M. (2008). Heidelberger auditives Screening in der Einschulungsuntersuchung (Heidelberg Auditory Screening for School Beginners). (2. Revised Edition.). Binswangen: WESTRA.
[42] AUDIVA® (2003). AUDIVA-Test-CD für die auditiven Funktionen (Test CD for Auditory Functions). Kandern.
[43] Korpilahti, P., Čeponiene, R. & Näätänen, R. (2002, June 14-19). Neurofunctional Correlates of Auditory Perception and Discrimination Training at the School Age. Poster at Science of Aphasia. Acquafredda di Maratea, Italy.
[44] Zwart, W. F. de (2008). Possible effects of specific auditory stimulation on language processing. Unpublished Master Thesis, Vrije Universiteit Amsterdam, Faculteit der Psychologie en Pedagogiek.
Author Information
  • Logopaedische Therapie Zimmermann, Johansen Individualised Auditory Stimulation (JIAS), Ganderkesee, Germany

Cite This Article
  • APA Style

    Kaija Fruechtenicht. (2021). Music-related Auditory Stimulation and Phonological Working Memory. Psychology and Behavioral Sciences, 10(1), 18-24. https://doi.org/10.11648/j.pbs.20211001.13

    Copy | Download

    ACS Style

    Kaija Fruechtenicht. Music-related Auditory Stimulation and Phonological Working Memory. Psychol. Behav. Sci. 2021, 10(1), 18-24. doi: 10.11648/j.pbs.20211001.13

    Copy | Download

    AMA Style

    Kaija Fruechtenicht. Music-related Auditory Stimulation and Phonological Working Memory. Psychol Behav Sci. 2021;10(1):18-24. doi: 10.11648/j.pbs.20211001.13

    Copy | Download

  • @article{10.11648/j.pbs.20211001.13,
      author = {Kaija Fruechtenicht},
      title = {Music-related Auditory Stimulation and Phonological Working Memory},
      journal = {Psychology and Behavioral Sciences},
      volume = {10},
      number = {1},
      pages = {18-24},
      doi = {10.11648/j.pbs.20211001.13},
      url = {https://doi.org/10.11648/j.pbs.20211001.13},
      eprint = {https://download.sciencepg.com/pdf/10.11648.j.pbs.20211001.13},
      abstract = {At first glance, children with language impairments are difficult to understand, which is why speech therapy tends to focus on pronunciation. Upon closer inspection, however, the impairment is often based on deficiencies in speech comprehension, phonological working memory and phoneme discrimination skills. Despite their importance for successful learning at school, working memory capacity and speech comprehension are still not components of conventional speech therapy. In this experiment, 92 preschool-aged children with deficiencies in speech comprehension and working memory were observed for a period of 15 weeks. Considering that working memory has in the past been considered unresponsive to speech therapy, the evaluation study focused on proving this to be achievable through music-related auditory stimulation. The children were divided into three groups. The experimental group (n=32) took part in auditory stimulation with technically modulated music for a period of 12 weeks. The special-attention group (n=31) was assisted in school activities for a similar period. The third group (n=37) served as a waiting list control group. The children in the experimental group showed significantly improved working memory capacity and better phoneme discrimination skills compared to the control groups. The findings of the study suggest that music-related auditory stimulation can support children with language impairments and improve their chances at school.},
     year = {2021}
    }
    

    Copy | Download

  • TY  - JOUR
    T1  - Music-related Auditory Stimulation and Phonological Working Memory
    AU  - Kaija Fruechtenicht
    Y1  - 2021/01/18
    PY  - 2021
    N1  - https://doi.org/10.11648/j.pbs.20211001.13
    DO  - 10.11648/j.pbs.20211001.13
    T2  - Psychology and Behavioral Sciences
    JF  - Psychology and Behavioral Sciences
    JO  - Psychology and Behavioral Sciences
    SP  - 18
    EP  - 24
    PB  - Science Publishing Group
    SN  - 2328-7845
    UR  - https://doi.org/10.11648/j.pbs.20211001.13
    AB  - At first glance, children with language impairments are difficult to understand, which is why speech therapy tends to focus on pronunciation. Upon closer inspection, however, the impairment is often based on deficiencies in speech comprehension, phonological working memory and phoneme discrimination skills. Despite their importance for successful learning at school, working memory capacity and speech comprehension are still not components of conventional speech therapy. In this experiment, 92 preschool-aged children with deficiencies in speech comprehension and working memory were observed for a period of 15 weeks. Considering that working memory has in the past been considered unresponsive to speech therapy, the evaluation study focused on proving this to be achievable through music-related auditory stimulation. The children were divided into three groups. The experimental group (n=32) took part in auditory stimulation with technically modulated music for a period of 12 weeks. The special-attention group (n=31) was assisted in school activities for a similar period. The third group (n=37) served as a waiting list control group. The children in the experimental group showed significantly improved working memory capacity and better phoneme discrimination skills compared to the control groups. The findings of the study suggest that music-related auditory stimulation can support children with language impairments and improve their chances at school.
    VL  - 10
    IS  - 1
    ER  - 

    Copy | Download

  • Sections