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  • Title: Can you hear a difference? Neuronal correlates of melodic deviance processing in children.
    Author: Wehrum S, Degé F, Ott U, Walter B, Stippekohl B, Kagerer S, Schwarzer G, Vaitl D, Stark R.
    Journal: Brain Res; 2011 Jul 21; 1402():80-92. PubMed ID: 21676378.
    Abstract:
    Many studies investigating music processing in adult musicians and nonmusicians point towards pronounced behavioral and neurophysiological differences between the two groups. Recent studies indicate that these differences can already be found in early childhood. Further, electro-encephalography studies using musical discrimination tasks have demonstrated that differences in music processing become more pronounced when explicitly rather than implicitly trained musical abilities are required. Exploring the functional neuroanatomy underlying the processing of different expectation violations in children and its association with musical training, we investigated neural responses to different melodic deviances in musically trained and untrained children. Using functional magnetic resonance imaging, children (aged 11-14 years) were examined while comparing pairs of short melodies that were either identical or differed with respect to four notes. The implemented deviances were either subtle (by inserting plausible in-key notes) or obvious (by inserting implausible out-of-key notes). Our results indicate a strong association between musical training and functional neuroanatomy of the brain. Similar to research on music processing in adults, the processing of obvious melodic deviances activated a network involving inferior frontal, premotor and anterior insula regions in musically trained and untrained children. By contrast, subtle deviances led to activation in the inferior frontal and premotor cortex, the anterior insula, the superior temporal gyrus, and the supramarginal gyrus in musically trained children only. Our work provides further insights into the functional neuroanatomy of melody processing and its association with musical training in children, providing the basis for further studies specifying distinct musical processes (e.g. contour and interval processing).
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