ArticleFrontiers in neuroscience2017
Spoken Word Recognition Enhancement Due to Preceding Synchronized Beats Compared to Unsynchronized or Unrhythmic Beats.
Article in Frontiers in neuroscience, 2017. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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Who cites it
4 citing papers in PubMed.
- Auditory Processing in Musicians, a Cross-Sectional Study, as a Basis for Auditory Training Optimization.Healthcare (Basel, Switzerland) · 2023Article
- On the Difference of Scoring in Speech in Babble Tests.Healthcare (Basel, Switzerland) · 2022Article
- Absence of Rhythm Benefit on Speech in Noise Recognition in Children Diagnosed With Auditory Processing Disorder.Frontiers in neuroscience · 2020Article
- Deficits in Auditory Rhythm Perception in Children With Auditory Processing Disorder Are Unrelated to Attention.Frontiers in neuroscience · 2019Article
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Authors and funding
5 authors.
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Abstract
The relation between rhythm and language has been investigated over the last decades, with evidence that these share overlapping perceptual mechanisms emerging from several different strands of research. The dynamic Attention Theory posits that neural entrainment to musical rhythm results in synchronized oscillations in attention, enhancing perception of other events occurring at the same rate. In this study, this prediction was tested in 10 year-old children by means of a psychoacoustic speech recognition in babble paradigm. It was hypothesized that rhythm effects evoked via a short isochronous sequence of beats would provide optimal word recognition in babble when beats and word are in sync. We compared speech recognition in babble performance in the presence of isochronous and in sync vs. non-isochronous or out of sync sequence of beats. Results showed that (a) word recognition was the best when rhythm and word were in sync, and (b) the effect was not uniform across syllables and gender of subjects. Our results suggest that pure tone beats affect speech recognition at early levels of sensory or phonemic processing.
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