Statistical learning of speech, not music, in congenital amusia

被引:24
作者
Peretz, Isabelle [1 ]
Saffran, Jenny [1 ,2 ]
Schoen, Daniele [3 ]
Gosselin, Nathalie [1 ]
机构
[1] Univ Montreal, Int Lab Brain Mus & Sound Res BRAMS, Dept Psychol, Montreal, PQ H2V 4P3, Canada
[2] Univ Wisconsin, Madison, WI USA
[3] Inst Neurosci Cognit Mediterranee, Marseille, France
来源
NEUROSCIENCES AND MUSIC IV: LEARNING AND MEMORY | 2012年 / 1252卷
基金
加拿大自然科学与工程研究理事会;
关键词
statistical learning; speech; music; pitch disorder; amusia; SEQUENCES; CHILDREN; INFANTS; ADULTS;
D O I
10.1111/j.1749-6632.2011.06429.x
中图分类号
O [数理科学和化学]; P [天文学、地球科学]; Q [生物科学]; N [自然科学总论];
学科分类号
07 ; 0710 ; 09 ;
摘要
The acquisition of both speech and music uses general principles: learners extract statistical regularities present in the environment. Yet, individuals who suffer from congenital amusia (commonly called tone-deafness) have experienced lifelong difficulties in acquiring basic musical skills, while their language abilities appear essentially intact. One possible account for this dissociation between music and speech is that amusics lack normal experience with music. If given appropriate exposure, amusics might be able to acquire basic musical abilities. To test this possibility, a group of 11 adults with congenital amusia, and their matched controls, were exposed to a continuous stream of syllables or tones for 21-minute. Their task was to try to identify three-syllable nonsense words or three-tone motifs having an identical statistical structure. The results of five experiments show that amusics can learn novel words as easily as controls, whereas they systematically fail on musical materials. Thus, inappropriate musical exposure cannot fully account for the musical disorder. Implications of the results for the domain specificity of statistical learning are discussed.
引用
收藏
页码:361 / 367
页数:7
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