Nina Kraus|Jessica Slater|Elaine C. Thompson|Jane Hornickel|Dana L. Strait|Trent Nicol|Travis White?Schwoch
Auditory learning through active engagement with sound: biological impact of community music lessons in at-risk children
Northwestern University|Northwestern University|Northwestern University|Northwestern University|Northwestern University|Northwestern University|Northwestern University
young nervous system primed sensory learning facilitating acquisition language communication skills social linguistic impoverishment limit learning opportunities eventually leading languagerelated challenges poor reading music training offers promising auditory learning strategy directing attention meaningful acoustic elements soundscape light evidence music training improves auditory skills neural substrates increasing efforts enact communitybased programs provide music instruction atrisk children harmony project community foundation provided free music instruction 1000 children los angeles gangreduction zones past decade conducted independent evaluation biological effects participating harmony project following cohort children 1 year focus comparison students actively engaged sound instrumental music training vs students took music appreciation classes children began introductory music appreciation class midway year half children transitioned instrumental training year training children actively engaged sound instrumental music training faster robust neural processing speech children stayed music appreciation class observed neural responses speech sound neurophysiological measures found enhanced instrumentallytrained children previously linked reading ability suggesting gain neural processes important literacy stemming active auditory learning despite intrinsic constraints study imposed community setting findings speak potential active engagement sound ie musicmaking engender experiencedependent neuroplasticity may inform development strategies auditory learning