Visual-spatial sequence learning and memory in trained musicians.

Previous research has shown that musicians have enhanced visual-spatial abilities and sensorymotor skills. As a result of their long-term musical training and their experience-dependent activities, musicians may learn to associate sensory information with fine motor movements. Playing a musical instrument requires musicians to rapidly translate musical symbols into specific sensory-motor actions while also simultaneously monitoring the auditory signals produced by their instrument. In this study, we assessed the visual-spatial sequence learning and memory abilities of long-term musicians. We recruited 24 highly trained musicians and 24 nonmusicians, individuals with little or no musical training experience. Participants completed a visual-spatial sequence learning task as well as receptive vocabulary, nonverbal reasoning, and short-term memory tasks. Results revealed that musicians have enhanced visual-spatial sequence learning abilities relative to nonmusicians. Musicians also performed better than nonmusicians on the vocabulary and nonverbal reasoning measures. Additional analyses revealed that the large group difference observed on the visualspatial sequencing task between musicians and nonmusicians remained even after controlling for vocabulary, nonverbal reasoning, and short-term memory abilities. Musicians' improved visualspatial sequence learning may stem from basic underlying differences in visual-spatial and sensorymotor skills resulting from long-term experience and activities associated with playing a musical instrument.

Long-term musical experience and auditory and visual perceptual abilities under adverse conditions.

Musicians have been shown to have enhanced speech perception in noise skills. It is unclear whether these improvements are limited to the auditory modality, as no research has examined musicians' visual perceptual abilities under degraded conditions. The current study examined associations between long-term musical experience and visual perception under noisy or degraded conditions. The performance of 11 musicians and 11 age-matched nonmusicians was compared on several auditory and visual perceptions in noise measures. Auditory perception tests included speech-in-noise tests and an environmental sound in noise test. Visual perception tasks included a fragmented sentences task, an object recognition task, and a lip-reading measure. Participants' vocabulary knowledge and nonverbal reasoning abilities were also assessed. Musicians outperformed nonmusicians on the speech perception in noise measures as well as the visual fragmented sentences task. Musicians also displayed better vocabulary knowledge in comparison to nonmusicians. Associations were found between perception of speech and visually degraded text. The findings show that long-term musical experience is associated with modality-general improvements in perceptual abilities. Possible systems supporting musicians' perceptual abilities are discussed.

Deaf children with cochlear implants do not appear to use sentence context to help recognize spoken words.

PURPOSE: The authors investigated the ability of deaf children with cochlear implants (CIs) to use sentence context to facilitate the perception of spoken words. METHOD: Deaf children with CIs (n = 24) and an age-matched group of children with normal hearing (n = 31) were presented with lexically controlled sentences and were asked to repeat each sentence in its entirety. Performance was analyzed at each of 3 word positions of each sentence (first, second, and third key word). RESULTS: Whereas the children with normal hearing showed robust effects of contextual facilitation-improved speech perception for the final words in a sentence-the deaf children with CIs on average showed no such facilitation. Regression analyses indicated that for the deaf children with CIs, Forward Digit Span scores significantly predicted accuracy scores for all 3 positions, whereas performance on the Stroop Color and Word Test, Children's Version (Golden, Freshwater, & Golden, 2003) predicted how much contextual facilitation was observed at the final word. CONCLUSIONS: The pattern of results suggests that some deaf children with CIs do not use sentence context to improve spoken word recognition. The inability to use sentence context may be due to possible interactions between language experience and cognitive factors that affect the ability to successfully integrate temporal-sequential information in spoken language.

Nonverbal cognition in deaf children following cochlear implantation: motor sequencing disturbances mediate language delays.

We assessed profoundly deaf children with cochlear implants (CIs) (N = 24) and age-matched normal-hearing children (N = 31) on several nonverbal cognition measures: motor sequencing, tactile discrimination, response inhibition, visual-motor integration, and visual-spatial processing. The results revealed that the children with CIs showed disturbances solely on motor sequencing and that performance on this task was significantly correlated with scores on the Clinical Evaluation of Language Fundamentals, 4th Edition (CELF-4). These findings suggest that a period of auditory deprivation before cochlear implantation affects motor sequencing skills, which in turn may mediate the language delays displayed by some deaf children with CIs.

Implicit sequence learning in deaf children with cochlear implants.

Deaf children with cochlear implants (CIs) represent an intriguing opportunity to study neurocognitive plasticity and reorganization when sound is introduced following a period of auditory deprivation early in development. Although it is common to consider deafness as affecting hearing alone, it may be the case that auditory deprivation leads to more global changes in neurocognitive function. In this paper, we investigate implicit sequence learning abilities in deaf children with CIs using a novel task that measured learning through improvement to immediate serial recall for statistically consistent visual sequences. The results demonstrated two key findings. First, the deaf children with CIs showed disturbances in their visual sequence learning abilities relative to the typically developing normal-hearing children. Second, sequence learning was significantly correlated with a standardized measure of language outcome in the CI children. These findings suggest that a period of auditory deprivation has secondary effects related to general sequencing deficits, and that disturbances in sequence learning may at least partially explain why some deaf children still struggle with language following cochlear implantation.