title: High school music classes enhance the neural processing of speech.
abstract: Should music be a priority in public education? One argument for teaching music in school is that private music instruction relates to enhanced language abilities and neural function. However, the directionality of this relationship is unclear and it is unknown whether school-based music training can produce these enhancements. Here we show that 2 years of group music classes in high school enhance the neural encoding of speech. To tease apart the relationships between music and neural function, we tested high school students participating in either music or fitness-based training. These groups were matched at the onset of training on neural timing, reading ability, and IQ. Auditory brainstem responses were collected to a synthesized speech sound presented in background noise. After 2 years of training, the neural responses of the music training group were earlier than at pre-training, while the neural timing of students in the fitness training group was unchanged. These results represent the strongest evidence to date that in-school music education can cause enhanced speech encoding. The neural benefits of musical training are, therefore, not limited to expensive private instruction early in childhood but can be elicited by cost-effective group instruction during adolescence.
authors.affiliation: 1Auditory Neuroscience Laboratory, Northwestern University Evanston, IL, USA ; 2Department of Communication Sciences, Northwestern University Evanston, IL, USA.
authors.forename: Adam
authors.initials: A
authors.lastname: Tierney
authors.affiliation: 1Auditory Neuroscience Laboratory, Northwestern University Evanston, IL, USA ; 2Department of Communication Sciences, Northwestern University Evanston, IL, USA ; 3Bilingualism and Psycholinguistics Research Group, Northwestern University Evanston, IL, USA.
authors.forename: Jennifer
authors.initials: J
authors.lastname: Krizman
authors.affiliation: 1Auditory Neuroscience Laboratory, Northwestern University Evanston, IL, USA ; 2Department of Communication Sciences, Northwestern University Evanston, IL, USA.
authors.forename: Erika
authors.initials: E
authors.lastname: Skoe
authors.affiliation: 4Walter Payton College Preparatory High School Chicago, IL, USA.
authors.forename: Kathleen
authors.initials: K
authors.lastname: Johnston
authors.affiliation: 1Auditory Neuroscience Laboratory, Northwestern University Evanston, IL, USA ; 2Department of Communication Sciences, Northwestern University Evanston, IL, USA ; 4Walter Payton College Preparatory High School Chicago, IL, USA ; 5Institute for Neuroscience, Northwestern University Evanston, IL, USA ; 6Department of Neurobiology and Physiology, Northwestern University Evanston, IL, USA ; 7Department of Otolaryngology, Northwestern University Evanston, IL, USA.
authors.forename: Nina
authors.initials: N
authors.lastname: Kraus
keywords: auditory perception; brainstem; hearing; music; training