Sharing Beyond Words: How Humans Communicate Through Sound via BrowZine

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Can't wait to read. Dr. Kraus does some of the best sound/auditory/cognition research in her Auditory Neuroscience Lab at Northwestern University

Listening to music: Differential impacts on reading and sports performance

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Does the brain have a central auditory "pitch center"?@TheBrainScience, 11/30/11 8:47 AM

Brain Science (@TheBrainScience) 11/30/11 8:47 AM Is There a Central Brain Area for Hearing Melodies and Speech Cues? sns.mx/Y7eSy4

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Kevin McGrew, PhD

Educational Psychologist

Brain Notes@maxachieveinc, 11/30/11 9:26 AM

April Christopherson (@maxachieveinc) 11/30/11 9:26 AM Must read Brain Notes advancedbrain.com/brain_notes/20… #brainneuro #advancedbraintechnologies @AdvancedBrain

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Kevin McGrew, PhD

Educational Psychologist

The brain clock (mental timing) and clinical disorders

The human brain clock is intimately involved in wide array of human cognitive and motor behaviors.  At this blog a number of clincal disorders have been associated with some degree of disturbance or damage to brain mechanisms related to mental timing.  This informaiton is scattered across a variety of posts.  I decided to pull it all together (as of today's date) in this post.

Mental timing (brain clock) has been implicated via research reported at this blog in:

ADHD and attention

Autismhttp://www.brainclock.net/search/label/autism

Various speech and language disorders

• Aphasia
• Apraxia
• Speech and language

Tourette's syndrome

Cerbral palsy

Central auditory processing disorders (CAPD)

Reading disabilities/dyslexia (click here, here and here)

Various dopaminegeric-based disorders

• Huntington's 
• Schizophrenia
• Parkinson's

Gate disorders

Stroke related dysfunction

A more detailed reference list of timing-related dysfunctions/disorder (e.g., aging related disorders--Alzheimer's, dementia; ADHD, motor coordination/timing disorders--gait, stroke,swallowing;  speech and language disorders--aphasia/stroke/apraxia/speech; TBI) can be found in special white paper regarding the efficacy of various rhythm-based interventions.

Human speech perception: Annual Review of Psychology overview article

Love the Annual Review of Psychology for contemporary overview articles. Double click on images to enlarge






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Research byte: Ga (auditory sound processing) and cognitive development: Auditory scaffolding hypothosis

I ran across this very interest article in one of my favorite journals for short and concise up-to-date summaries of contemporary cognitive research.  Given the apparent role of temporal and serial processing in mental timing behavior (IQ Brain Clock), it reinforces the notion that auditory processing (Ga) is a primary and important cognitive mechanism for intellectual and cognitive growth.....according to these authors, vis-a-vis providing a bootstrap or scaffolding mechanism for the development of critical cognitive functions.

Conway,C.  Pisoni, D., & Kronenberger, W. (2009). The Importance of Sound for Cognitive Sequencing Abilities: The Auditory Scaffolding Hypothesis.  Current Directions in Psychological Science, 18(5), 275-179 (click here to view) 

ABSTRACT

Sound is inherently a temporal and sequential signal. Experience with sound therefore may help bootstrap— that is, provide a kind of ‘‘scaffolding’’ for—the development of general cognitive abilities related to representing temporal or sequential patterns. Accordingly, the absence of sound early in development may result in disturbances to these sequencing skills. In support of this hypothesis, we present two types of findings. First, normalhearing adults do best on sequencing tasks when the sense of hearing, rather than sight, can be used. Second, recent findings suggest that deaf children have disturbances on exactly these same kinds of tasks that involve learning and manipulation of serial-order information. We suggest that sound provides an ‘‘auditory scaffolding’’ for time and serial-order behavior, possibly mediated through neural connections between the temporal and frontal lobes of the brain. Under conditions of auditory deprivation, auditory scaffolding is absent, resulting in neural reorganization and a disturbance to cognitive sequencing abilities.

Technorati Tags: psychology, language, Ga, auditory processing, temporal processing, serial processing, brain clock, mental timing, IQ brain clock, school psychology, educational psychology, cognitive abilities, intelligence, IQ, auditory scaffolding hypothesis, neuroscience, neuropsychology

Time and language: Special journal issue

Recent research has established that time (the IQ Brain Clock) is very important in speech and language acquisition and behavior. Reflecting this consensus is a new issue of the journal Language Learning that is devoted to the topic of time/temporal processing and language.

I simply do not have the "time" (no pun intended) to read this issue. Listed below is a statement of the journals mission, followed by a listing of the articles in this special issue. I've provided a link to the introductory editorial (click here). If any reader is interested in reading a copy of any of the articles, in exchange for a summary that would be posted as a guest blog post at the IQ Brain Clock blog, drop me an email (iap@earthlink.net)

• Language Learning is a scientific journal dedicated to the understanding of language learning broadly defined. It publishes research articles that systematically apply methods of inquiry from disciplines including psychology, linguistics, cognitive science, educational inquiry, neuroscience, ethnography, sociolinguistics, sociology, and semiotics. It is concerned with fundamental theoretical issues in language learning such as child, second, and foreign language acquisition, language education, bilingualism, literacy, language representation in mind and brain, culture, cognition, pragmatics, and intergroup relations. A subscription includes an annual supplement - a volume from the Best of Language Learning Series or the Language Learning Monograph Series - as well as a biennial monograph - the Language Learning-Max Planck Institute Cognitive Neurosciences Series.

Foreword. (2008). Language Learning, 58, 217-224.

Baggio, G. (2008). Processing Temporal Constraints: An ERP Study. Language Learning, 58, 35-55.

Burt, C. D. B. (2008). Time, Language, and Autobiographical Memory. Language Learning, 58, 123-141.

Carota, F., & Sirigu, A. (2008). Neural Bases of Sequence Processing in Action and Language. Language Learning, 58, 179-199.

Casasanto, D. (2008). Who's Afraid of the Big Bad Whorf? Crosslinguistic Differences in Temporal Language and Thought. Language Learning, 58, 63-79.

Dewaele, J. M., Petrides, K. V., & Furnham, A. (2008). Effects of Trait Emotional Intelligence and Sociobiographical Variables on Communicative Anxiety and Foreign Language Anxiety Among Adult Multilinguals: A Review and Empirical Investigation. Language Learning, 58(4), 911-960.

Ellis, N. C. (2008). Temporal Cognition and Temporal Language the First and Second Times Around. Commentary on McCormack and Hoerl. Language Learning, 58, 115-121.

Evans, V. (2008). Simulation Semantics and the Linguistics of Time. Commentary on Zwaan. Language Learning, 58, 27-33.
Graham, S., & Macaro, E. (2008). The role of metacognition in second/foreign language teaching and learning. Language Learning, 58(4), 747-783.

Gullberg, M., & Indefrey, P. (2008). Cognitive and Neural Prerequisites for Time in Language: Any Answers? Language Learning, 58, 207-216.

Jackson, C. (2008). Proficiency Level and the Interaction of Lexical and Morphosyntactic Information During L2 Sentence Processing. Language Learning, 58(4), 875-909.

Kempe, V., & Brooks, P. J. (2008). Second Language Learning of Complex Inflectional Systems. Language Learning, 58(4), 703-746.

Klein, W. (2008). Time in Language, Language in Time. Language Learning, 58, 1-12.

Kolk, H. (2008). Time in Agrammatic Aphasia. Commentary on Wearden. Language Learning, 58, 173-177.

Lazarte, A. A., & Barry, S. (2008). Syntactic Complexity and L2 Academic Immersion Effects on Readers' Recall and Pausing Strategies for English and Spanish Texts. Language Learning, 58(4), 785-834.

McCormack, T., & Hoerl, C. (2008). Temporal Decentering and the Development of Temporal Concepts. Language Learning, 58, 89-113.

Muysken, P. (2008). Nominal Tense. Time for Further Whorfian Adventures? Commentary on Casasanto. Language Learning, 58, 81-88.

Roberts, L. (2008). Processing Temporal Constraints and Some Implications for the Investigation of Second Language Sentence Processing and Acquisition. Commentary on Baggio. Language Learning, 58, 57-61.

Sheen, Y. (2008). Recasts, Language Anxiety, Modified Output, and L2 Learning. Language Learning, 58(4), 835-874.

Tendolkar, I. (2008). How Semantic and Episodic Memory Contribute to Autobiographical Memory. Commentary on Burt. Language Learning, 58, 143-147.

Toni, I. (2008). Sequential Event Processing: Domain Specificity or Task Specificity? Commentary on Carota and Sirigu. Language Learning, 58, 201-205.

Wearden, J. H. (2008). The Perception of Time: Basic Research and Some Potential Links to the Study of Language. Language Learning, 58, 149-171.

Zwaan, R. A. (2008). Time in Language, Situation Models, and Mental Simulations. Language Learning, 58, 13-26.

Technorati Tags: psychology, educational psychology, school psychology, neuropsychology, neuroscience, language, speech and language, time, temporal processing, IQ Brain Clock, Language Learning

IQ Brain Clock blog "tweaks": Research, interventions and scholars

I did a little blog maintenance today.  Under "key research articles" you will now find two different IM (Interactive Metronome) "research packets."  One deals with mental timing research in general, the other is IM-specific.

I've also fixed some dead links in the "Mental Timing Scholars" section.  In the process, I visited each listed scholars web page in search of new publications.  If found some new publications as well as some slightly older publications that I previously had not read.  I've downloaded them and hope to read and post (if relevant) whatever I find.

Finally, given the increasing number of RAS effectiveness studies I've been running across (see yesterday's post), I added the CBRM (Center for Biomedical Research in Music) at Colorado State to the timing-related interventions section.

Happy holidays from the IQ Brain ClockTechnorati Tags: psychology, educational psychology, school psychology, neuropsychology, neuroscience, neurotechnology, cognition, intelligence, auditory processing, Ga, RAS, CBRM, mental timing scholars, Interactive Metronome, IQ Brain Clock, brain clock, temporal processing

Rhythm training may improve gait in cerebral palsy

Another article suggesting a link between interventions that improve mental timing (the brain clock) and rhythmicity (check out "rhythm perception and production" branch at IQ Brain Clock temporal processing EWOK) and important human outcomes---this time, improved gait performance in children with spastic CP. Although different, the essence of the RAS (Rhythmic Auditory Stimulation) training seems to overlap with the essence of syncrhonized metronome tapping (which I have written about, primary in the context of the Interactive Metronome product).

Kwak, E. (2007). Effect of Rhythmic Auditory Stimulation on Gait Performance in Children with Spastic Cerebral Palsy. Journal of Music Therapy, XLIV (3), 2007,198-216.

Abstract

• The purpose of this study was to use Rhythmic Auditory Stimulation (RAS) for children with spastic cerebral palsy (CP) in a clinical setting in order to determine its effectiveness in gait training for ambulation. RAS has been shown to improve gait performance in patients with significant gait deficits. All 25 participants (6 to 20 years old) had spastic CP and were ambulatory, but needed to stabilize and gain more coordinated movement. Participants were placed in three groups: the control group, the therapist-guided training (TGT) group, and the self-guided training (SGT) group. The TGT group showed a statistically significant difference in stride length, velocity, and symmetry. The analysis of the results in SGT group suggests that the self-guided training might not be as effective as therapist-guided depending on motivation level. The results of this study support three conclusions: (a) RAS does influence gait performance of people with CP; (b) individual characteristics, such as cognitive functioning, support of parents, and physical ability play an important role in designing a training application, the effectiveness of RAS, and expected benefits from the training; and (c) velocity and stride length can be improved by enhancing balance, trajectory, and kinematic stability without increasing cadence.

Technorati Tags: psychology, educational psychology, neuropsychology, neuroscience, neurotechnology, Interactive Metronome, brain clock, mental timing, rhtyhmicity, auditory, Ga, cerebral palsy

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Random tidbits from the mind blogsphere - 2-23-07

• Thanks to Boing Boing for the "small world in your head" neuroscience related post

• Brain Injury has an interesting post about a partnership between the Brain Injury Association and Bob Woodruff (notable reporter who sustained brain injury in Iraq)
• Very interesting visual-graphic of the "whimsical image of the blogosphere from the edge to the core" over at the Data Mining blog.
• The always rich Developing Intelligence blog continues its series of excellent posts re: the development of prospective memory (remembering to remember)
• Thought provoking post (based on recent research article, as per usual) over at the Eide Neurolearning blog on the positive impact on cognitive due to heavily visual-based (Gv) video games...with the question asked--"what about auditory" (Ga)
• More on the whole brain fitness revolution...this time Consumer Reports making suggestions. Thanks to Happy Neuron for the tip
• Thanks to Mind Hacks for the tip re: some cutting edge Parkinson's disease research. This should be of interest to regular readers of the IQ Brain Clock blog, as Parkinson's has been linked to the brain structures closely linked to mental/interval time-keeping.
• Positive Technology Journal has an interesting neurotechnology post re: a recent study (n=5 clinical cases) of the use of some virtual reality neurotechnology in stroke rehab.

Technorati Tags: psychology, education, educational psychology, neuropsychology, school psychology, neuroscience, neurotechnology, brain fitness, stroke rehabilitation, virtual reality, brain injury, memory, video games, Ga, Gv

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Advanced Brain Technologies

I just stumbled across another neurotechnology company - ABT (Advanced Brain Technology). Below is a description of the company (as lifted from their home page). This posting does not indicate an endorsement of any of their activities or products. I've not had the time to study any of the "studies" they have listed for review nor have I examined any independent empirical studies. This is an FYI post only. I've added them to my blogroll.

• ABT- Advanced Brain Technologies develops innovative brain training products that maximize human potential.
• We have organized an expanding global team of multidisciplinary specialists applying over 30 years of clinical experience who combine advances in neuroscience, psychoacoustic and music research with recent developments in the field of brain plasticity- the brain’s natural ability to change itself.
• Our family of products includes an extensive line of interactive software and music programs including: The Listening Program®, BrainBuilder®, Sound Health®, Music for Babies™, Shelly's Interactive Computer Learning Series™, and Spatial Surround® HD.
• In addition we offer professional training and continuing education opportunities for health, therapeutic, education and music specialists to become Providers of The Listening Program®. Our international network includes Providers implementing ABT tools in home, school, clinical and corporate settings on six continents.
• ABT products are improving the lives of countless children and adults. By training brain function at its core, allowing us to address diverse issues such as memory, listening, sensory processing, brain longevity, peak performance and more.

Technorati Tags: pscyhology, educational psychology, school psychology, neuropsychology, neurotechnology, brain fitness, ABT, Advanced Brain Technologies, intelligence, IQ, cognition, music therapy

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Interactive metronome and CAPD treatment

A little internet mouse alerted me to the following dissertation, a dissertation that investigated the effect of synchronized metronome tapping (SMT - using the Interactive Metronome protocol) on central auditory processing disorders (CAPD). This investigation must only be considered a small pilot/clinical trial given that only 8 subjects were treated. Replication in larger samples is needed.

• The Effect of Interactive Metronome Training on Children’s SCAN-C Scores. Etra, Joel L., 2006: Applied Dissertation, Nova Southeastern University, Fischler School of Education and Human Services. Auditory Perception/Auditory Training/ Auditory Tests/Audiology. (click here for a copy I was able to secure)
  

Abstract

• In this study, the effect of Interactive Metronome, a treatment for attention deficit that requires the subject to match a computer generated rhythm, on auditory processing in male and female children ages nine to fourteen was investigated. Eight children were administered the SCAN-C and then were given the 15-hour Interactive Metronome training and administered the SCAN-C again. SCAN-C raw scores showed a significant increase (p = .002). SCAN-C subtests of dichotic listening showed greater improvements than the other subtests. It is suggested that Interactive Metronome may affect auditory processing disorders by influencing neurological organization. It was concluded that Interactive Metronome could be an effective treatment for disorders of auditory processing. Potential difficulties in the provision of Interactive Metronome were discussed. Additional research was suggested with larger and more diverse samples as well as different trainers. More research into the design of the Interactive Metronome training schedule was also suggested.

Technorati Tags: psychology, educational psychology, school psychology, speech therapy, language, speech and language, auditory processing disorders, auditory processing, Ga, CAPD, IM, Interactive Metronome, SCAN-C, education, intervention.ADHD, mental time keeping, brain clock, interval timing

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Role of auditory brainstem timing in speech

Thanks to SCLin's neuroscience blog for the tip about an article in the Journal of Neuroscience that implicates the role of auditory brainstem timing and speech. (Click here to view article)

Technorati Tags: psychology, educational psychology, neuropsychology, neuroscience, speech, language, intelligence, IQ, cognition, cognitive, brain clock, mental timing, interval timing, brainsteam, auditory brainstem, mental clock

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