Nina Kraus

Music training for the development of auditory skills

The effects of music training in relation to brain plasticity have caused excitement, evident from the popularity of books on this topic among scientists and the general public. Neuroscience research has shown that music training leads to changes throughout the auditory system that prime musicians for listening challenges beyond music processing. This effect of music training suggests that, akin to physical exercise and its impact on body fitness, music is a resource that tones the brain for auditory fitness. Therefore, the role of music in shaping individual development deserves consideration.

Auditory Neurophysiologic Responses and Discrimination Deficits in Children with Learning Problems

Children with learning problems often cannot discriminate rapid acoustic changes that occur in speech. In this study of normal children and children with learning problems, impaired behavioral discrimination of a rapid speech change (/dα/versus/gα/) was correlated with diminished magnitude of an electrophysiologic measure that is not dependent on attention or a voluntary response. The ability of children with learning problems to discriminate another rapid speech change (/bα/versus/wα/) also was reflected in the neurophysiology. These results indicate that some childrens discrimination deficits originate in the auditory pathway before conscious perception and have implications for differential diagnosis and targeted therapeutic strategies for children with learning disabilities and attention disorders.

Musicians have enhanced subcortical auditory and audiovisual processing of speech and music

Musical training is known to modify cortical organization. Here, we show that such modifications extend to subcortical sensory structures and generalize to processing of speech. Musicians had earlier and larger brainstem responses than nonmusician controls to both speech and music stimuli presented in auditory and audiovisual conditions, evident as early as 10 ms after acoustic onset. Phase-locking to stimulus periodicity, which likely underlies perception of pitch, was enhanced in musicians and strongly correlated with length of musical practice. In addition, viewing videos of speech (lip-reading) and music (instrument being played) enhanced temporal and frequency encoding in the auditory brainstem, particularly in musicians. These findings demonstrate practice-related changes in the early sensory encoding of auditory and audiovisual information.

Auditory brain stem response to complex sounds: a tutorial.

This tutorial provides a comprehensive overview of the methodological approach to collecting and analyzing auditory brain stem responses to complex sounds (cABRs). cABRs provide a window into how behaviorally relevant sounds such as speech and music are processed in the brain. Because temporal and spectral characteristics of sounds are preserved in this subcortical response, cABRs can be used to assess specific impairments and enhancements in auditory processing. Notably, subcortical auditory function is neither passive nor hardwired but dynamically interacts with higher-level cognitive processes to refine how sounds are transcribed into neural code. This experience-dependent plasticity, which can occur on a number of time scales (e.g., life-long experience with speech or music, short-term auditory training, on-line auditory processing), helps shape sensory perception. Thus, by being an objective and noninvasive means for examining cognitive function and experience-dependent processes in sensory activity, cABRs have considerable utility in the study of populations where auditory function is of interest (e.g., auditory experts such as musicians, and persons with hearing loss, auditory processing, and language disorders). This tutorial is intended for clinicians and researchers seeking to integrate cABRs into their clinical or research programs.

Central auditory plasticity: changes in the N1-P2 complex after speech-sound training.

Objective To determine whether the N1-P2 complex reflects training-induced changes in neural activity associated with improved voice-onset-time (VOT) perception. Design Auditory cortical evoked potentials N1 and P2 were obtained from 10 normal-hearing young adults in response to two synthetic speech variants of the syllable /ba./ Using a repeated measures design, subjects were tested before and after training both behaviorally and neurophysiologically to determine whether there were training-related changes. In between pre- and post-testing sessions, subjects were trained to distinguish the −20 and −10 msec VOT /ba/ syllables as being different from each other. Two stimulus presentation rates were used during electrophysiologic testing (390 msec and 910 msec interstimulus interval). Results Before training, subjects perceived both the −20 msec and −10 msec VOT stimuli as /ba./ Through training, subjects learned to identify the −20 msec VOT stimulus as “mba” and −10 msec VOT stimulus as “ba.” As subjects learned to correctly identify the difference between the −20 msec and −10 msec VOT syllabi, an increase in N1-P2 peak-to-peak amplitude was observed. The effects of training were most obvious at the slower stimulus presentation rate. Conclusions As perception improved, N1-P2 amplitude increased. These changes in waveform morphology are thought to reflect increases in neural synchrony as well as strengthened neural connections associated with improved speech perception. These findings suggest that the N1-P2 complex may have clinical applications as an objective physiologic correlate of speech-sound representation associated with speech-sound training.

The time course of auditory perceptual learning: Neurophysiological changes during speech-sound training

HERE we report that training-associated changes in neural activity can precede behavioral learning. This finding suggests that speech-sound learning occurs at a pre-attentive level which can be measured neurophysiologically (in the absence of a behavioral response) to assess the efficacy of training. Children with biologically based perceptual learning deficits as well as people who wear cochlear implants or hearing aids undergo various forms of auditory training. The effectiveness of auditory training can be difficult to assess using behavioral methods because these populations are communicatively impaired and may have attention and/or cognitive deficits. Based on our findings, if neurophysiological changes are seen during auditory training, then the training method is effectively altering the neural representation of the speech/sounds and changes in behavior are likely to follow.

Central auditory system plasticity associated with speech discrimination training

A passively elicited cortical potential that reflects the brains discrimination of small acoustic contrasts was measured in response to two slightly different speech stimuli in adult human subjects. Behavioral training in the discrimination of those speech stimuli resulted in a significant change in the duration and magnitude of the cortical potential. The results demonstrate that listening training can change the neurophysiologic responses of the central auditory system to just-perceptible differences in speech.

Developmental changes in P1 and N1 central auditory responses elicited by consonant-vowel syllables.

Normal maturation and functioning of the central auditory system affects the development of speech perception and oral language capabilities. This study examined maturation of central auditory pathways as reflected by age-related changes in the P1/N1 components of the auditory evoked potential (AEP). A synthesized consonant-vowel syllable (ba) was used to elicit cortical AEPs in 86 normal children ranging in age from 6 to 15 years and ten normal adults. Distinct age-related changes were observed in the morphology of the AEP waveform. The adult response consists of a prominent negativity (N1) at about 100 ms, preceded by a smaller P1 component at about 50 ms. In contrast, the child response is characterized by a large P1 response at about 100 ms. This wave decreases significantly in latency and amplitude up to about 20 years of age. In children, P1 is followed by a broad negativity at about 200 ms which we term N1b. Many subjects (especially older children) also show an earlier negativity (N1a). Both N1a and N1b latencies decrease significantly with age. Amplitudes of N1a and N1b do not show significant age-related changes. All children have the N1b; however, the frequency of occurrence of N1a increases with age. Data indicate that the child P1 develops systematically into the adult response; however, the relationship of N1a and N1b to the adult N1 is unclear. These results indicate that maturational changes in the central auditory system are complex and extend well into the second decade of life.

The scalp-recorded brainstem response to speech: Neural origins and plasticity

Considerable progress has been made in our understanding of the remarkable fidelity with which the human auditory brainstem represents key acoustic features of the speech signal. The brainstem response to speech can be assessed noninvasively by examining scalp-recorded evoked potentials. Morphologically, two main components of the scalp-recorded brainstem response can be differentiated, a transient onset response and a sustained frequency-following response (FFR). Together, these two components are capable of conveying important segmental and suprasegmental information inherent in the typical speech syllable. Here we examine the putative neural sources of the scalp-recorded brainstem response and review recent evidence that demonstrates that the brainstem response to speech is dynamic in nature and malleable by experience. Finally, we propose a putative mechanism for experience-dependent plasticity at the level of the brainstem.

Mismatch negativity (MMN) as a tool for investigating auditory discrimination and sensory memory in infants and children

For decades behavioral methods, such as the head-turning or sucking paradigms, have been the primary methods to investigate auditory discrimination, learning and the function of sensory memory in infancy and early childhood. During recent years, however, a new method for investigating these issues in children has emerged. This method makes use of the mismatch negativity (MMN), the brains automatic change-detection response, which has been used intensively in both basic and clinical studies in adults for twenty years. This review demonstrates that, unlike many other components of event-related potentials, the MMN is developmentally quite stable and can be obtained even from pre-term infants. Further, MMN amplitude is only slightly smaller in infants than is usually reported in school-age children and it does not seem to differ much from that obtained in adults. MMN latency has been reported to be slightly longer in infants than in adults but reaches adult values by the early school-age years. Child MMN does not seem to be analogous to adult MMN, however. For example, contrary to the results of adult studies, a prominent MMN can be obtained from in all waking- and sleep states in infants. Moreover, MMN scalp distribution seems to be broader and more central in children than in adults.