Tuesday, October 12, 2010

Sound Training Rewires Dyslexic Children's Brains

Source: ScienceDaily “Sound Training Rewires Dyslexic Children's Brains For Reading” (November 4, 2007)


Retrieved from: http://www.sciencedaily.com/releases/2007/10/071030114055.htm

Summary:
(Credit: Image courtesy of Children's Hospital Boston)


According to a brain-imaging study published in the journal Restorative Neurology and Neuroscience, some children with dyslexia struggle to read because their brains aren’t properly wired to process fast-changing sounds. A study was done by Dr. Nadine Gaab, of the Laboratory of Cognitive Neuroscience at Children’s Hospital Boston, involving sound training that can rewire children’s brains thus taking away sound processing problems.

Dr. Paula Tallal, of Rutgers University, first discovered in the 1970s that children with developmental dyslexia may have an underlying problem processing sound but it had never tested using brain imaging. In the study, Gaab used functional MRI imaging to examine how the brains of 9 to 12 year old children with developmental dyslexia and normal readers, responded to sounds, both before and after using educational software called Fast ForWord. In the first test, Gaab provided two types of sounds: fast-changing and slow-changing to see how the children’s brains would respond. These sounds resembled vocal patterns found in speech. The fast-changing sounds changed in pitch or other acoustic qualities quickly – over tens of milliseconds – as in normal speech. The slow-changing sounds changed over only hundreds of milliseconds. The results showed that in typical readers, 11 brain areas became more active (refer to image A) when the children listened to fast-changing, compared to slow-changing sounds. In dyslexic children, the fast-changing sounds didn’t trigger this ramped-up brain activity (refer to image B). The dyslexic children instead processed the fast-changing sounds as if they were slow-changing, using the same brain areas at the same lower intensity.


With the computer program (Fast Forword Language), Gaab found that the brains of children with dyslexia changed after completing exercises. These exercises involved no reading – only listening to sounds, starting with simple, changing noises, like chirps that swooped up or down in pitch. Children were told to indicate for instance, whether the chirp’s pitch went up or down. The sounds were played slowly at first then gradually sped up thereby increasing the difficulty. The exercises were then repeated with increasingly complex sounds: syllables, words, and finally, sentences. After eight weeks of daily sessions, dyslexic children’s brains responded more like typical readers’ when processing fast-changing sounds, and their reading improved. However, it is unclear whether the improvement lasts beyond a few weeks as follow-up tests were not done.


Reflections:

I was very interested to discover that music (with the definition in mind that music is sound) can help literally rewire dyslexic children's brains. I proceeded to do some further research to see whether or not other studies had been done on this topic involving the use of sound training to rewire children’s brains and surprisingly, all I found were links and websites containing this very article with the study done by Dr. Nadine Gaab. I am curious to find out whether or not certified music therapists have tried exploring the use of music with dyslexic children. Since this study was done 3 years ago, my only disappointment was that I was unable to find any information regarding a follow-up on the children who participated. Given that the results were extremely positive and possibly ground-breaking, I am surprised that Dr. Gaab or Dr. Tallal did not do any follow-up tests with the dyslexic children’s brains to see whether the results were long-term or only temporary. As a musician, I am certainly fascinated by the idea that musical training could help improve dyslexic children’s reading. Perhaps if this research area is developed further, music educators could use this as an aid for not only helping children with developmental dyslexia, but also as a tool to help all children learn and/or improve their reading abilities from an early age.

Sunday, October 3, 2010

“Exploring the Musical Brain”

Source: Scientific American, “Exploring the Musical Brain”Kristin LeutwylerJanuary 22, 2001. Retrieved from http://www.scientificamerican.com/article.cfm?id=exploring-the-musical-bra

Summary:

It is accepted that the human brain processes music much in the way it processes language, in terms of the wide-spread neural engagement that occurs when either entity is perceived by the brain. This wide-spread engagement occurs also in areas that are also used for other for other brain activities. It is for this reason that Tramo recently suggested in Science that rather than having a specific music centre, there are pockets of specificity that are spread throughout the brain. For example, Tramo suggests that the brain’s left planum temporale is responsible for the gift of perfect pitch. This same left planum temporale also, however, plays an important role in processing language.

Such patterns as described by Tramo have been confirmed by other neuroimaging studies, such as those done in the 1990’s, by Peretz and Ligeois-Chauvel. They experimented on patients who had sections of either temporal lobes removed due to epilepsy. According to the results of these tests, musicality rested primarily in the right hemisphere of the brain. Peretz and Ligeois-Chauvel’s experiments consisted of playing the different songs to each patient twice. The researches would switch certain elements of the song. These elements were termed “dimensions”, and included pitch, rhythm, tempo, contour, key, timbre, loudness, and spatial location. It was discovered that those with damage to the left temporal lobe had difficulty primarily with recognizing changes in key, while those with damage to the right had difficulties in recognizing key and contour. Although further imaging studies showed a similar bias to the right hemisphere, such discussions of a music hemisphere have been called into question by studies showing the way the brain discriminates in different regions between such distinctions as note and metre separation and duration.

As more studies are being performed, it has become apparent that areas of the brain which are considered unsophisticated do have a big role to play in interpreting, writing, and performing music. An example of this is the study done by Baron, who discovered through positron emission tomography (PET) scans that even the visual cortex becomes quite active when exposed to music. The reason why this is surprising is because the visual cortex is where make-believe pictures begin. This has led Baron to suggest that “the brain may create a symbolic image to help it decipher changes in pitch”. Music also effects the brain and body on a deeply emotional level, as its responses can be measured through the limbic system which controls our emotions. The physiological changes that are associated with specific emotions such as happiness and sadness also occur as a result of being exposed to music. For instance, music with a quick tempo in a major key brought forth all of the physiological responses of happiness – that is, breathing faster. Further experiments conducted at McGill University using PET imaging patterns which showed that dissonant melodies made the areas of the limbic system which are associated with displeasure light up, while the “consonant melodies stimulated limbic structures associated with pleasure.”

The question of how humans process music, of whether or not the appreciation of music is a uniquely human attribute, and the possibilities of music being an evolutionary advantage, are of enduring interest and much scientific testing has been done to try and get to the bottom of this question. The important and enduring position which music occupies in the history of human existence is undoubtable: recently, flutes made out of animal bones were discovered in France and Slovania in Neanderthal dwellings, and are estimated to be about 53,000 years old. There have even been postulations that music developed before humans did. In a paper published in Scientific, Gray proposed that although our evolutionary paths have not crossed with those of whales for 60 million years, our music and that of whales have much in common. To Gray this suggests that rather than inventing music, we are rather latecomers onto the scene. Some of the similarities in composition between humpback whales and human composers include: using similar ryththms, keeping musical phrases to a few seconds, typically follow an ABA form, and singing in key and spreading single notes over a range no greater than a scale. Such similarities are also found in birds. The canyon wren, for example, sings in the chromatic scale. Such examples beg the question of whether or not there is a “universal music” that awaits discovery, and fires the debate over what is the true meaning of music. While some, such as Stephen Pinker, argue that music is an accidental (albeit pleasant) aspect of evolution and that there is no profound purpose to music. Others such as have refuted this charge by pointing to the fact that listening to music can activate “neural structures deep in the ancient primitive regions of the brain”, and that this points to the profundity and ancient origins of music. Obvious evolutionary benefits include mating and helping us establish patterns and order in our environments, thereby exercising our brains and making sense of our world.

Response:

Leutwyler’s article raises some very interesting questions about music’s purpose and origins. The studies that she cites are illuminating in the way that they attack very different aspects of music’s functions. Her descriptions of the analyses done on the musical “output” of whales and birds is fascinating. The parallels drawn between the musical world of humans and of animals have striking and sophisticated parallels. It is obvious that there is an element of universality and innateness in music if this were not the case, it would be difficult to account for the physiological responses that our bodies and brains have in response to music, as well as for the affinity and familiarity felt when hearing birds “sing”. What is obvious is that music is closely related to our evolutionary development and that it deeply buried in our primal and instinctual natures. The emerging field of biomusicology offers many interesting venues for deeper investigations into these questions.

Monday, September 27, 2010

Children Creating Music in Cyber-world: Is It Enough To Make Them Smarter?

Reference:

Carter, Christine. “How Learning Music Can Enhance Kids’ Brain Development”. The Huffington Post. (23 September 2010). Retrieved from http://www.huffingtonpost.com/christine-carter-phd/music-for-the-eople_b_721262.html


TheToonsTunes website
Summary:
    The author believes that music training in early childhood enhances the brain to pick out specific sounds patterns, helps them to develop language skills, and leads to the social and emotional intelligence behind the speech, which is proven by many researches. As a mom and a professional parenting advisor, she was intrigued by the benefit of musical training and tried to sign her daughter up for music lessons. While questioning the sufficient amount of training needed for brain development, she found the suggestion made by Nina Kraus, a neurobiologist and a sociologist at Northwestern, to provide at least 20 minutes of musical training per day. However, providing sufficient money and time for her daughter’s music lessons as suggested was impractical. While looking for alternatives, she got introduced to a website called ToonsTunes, where children can create music online regardless of previous musical knowledge. She is optimistic that the website will work as a great alternative to formal music education for her children because it is engaging, practical, and more importantly, the process is self-driven.

Reflection:

    It is impressive that many parents are aware that music enhances kids’ brain development, and interested in providing some kind of musical training for children. However, the term ‘musical training’ is vague. Can any type of exposure to music, such as listening, playing random notes on instruments, get private lessons, or playing ToonsTunes website help children’s brain development? Is one way better than another?
According to the dictionary definition, the word ‘training’ means “the education, instruction, or discipline of a person or thing that is being trained”, which implies that there is a teacher-learner relationship involved. Probably this definition of ‘training’ is why some parents feel obliged to provide some kind of music ‘lessons’ for their children, and therefore musical training could be seen as it is only for the privileged ones. However, parents should not feel guilty or anxious about not able to provide private music lessons since ‘experiencing’ music is what develops the brain to pick up certain sound patterns and interpret, which leads to language and emotional intelligence; more exposure to variety of musical activity is what matters. Private lessons might be the best way if a child wants to develop an expertise on a specific instrument, but it is not the one and only way. Some parents might say that still there is a need for someone with expertise in order to improve, or some type of ensemble experience is necessary for social development, and here is when the school music program plays its role; under the premise that the school music teacher is good, parents should not worry about the ‘training’ part.

Creating music in ToonsTunes
I investigated the ToonsTunes website. Targeted for young children, this website has incorporated popular music and entertainment. You get to have your own avatar to wonder around the cyber-world, buy instruments and clothes, meet other avatars and chat, create music, save, load, or share your own music with others. It was quite thrilling to create an enjoyable short rock music piece within few clicks; you just have to choose among the variety of premade short phrases and mix them, and of course it is designed that any kind of combination will sound pleasant. ToonsTunes is certainly an innovative way to explore, create, and enjoy music in a self-driven way. Although it cannot be said that ToonsTunes is the one complete way to develop children’s brain thoroughly, it is worthy to be added to your children’s musical activities. 

Sunday, September 26, 2010

Jedi Mind Control In The Palm Of Your Hand

Ubrain App. (available on the iTunes Store)

http://www.ubraintonic.com/en


Overview: Ubrain recently launched a new app for i-phone, i-pad, and android that uses binaural beats to influence brain activity.  It comes with a fun interface that prompts the user to describe what they are doing, how they are feeling, and how they would like to feel.  The app then suggests a selection of binaural beat patterns and provides listening instructions for each one.  Once the beat pattern is selected, Ubrain allows the user to make a playlist of music, and mix the binaural beats into the background.

Binaural beats are caused by playing one tone in either ear and tuning the pitches in such a way that the listener perceives beats.   Musicians often use the same phenomenon of beats to tell if their instruments are in tune.  When two tones' frequencies are close to one another, our brains perceive a kind of interference pattern caused by the relative proximity of the peaks of each wave.  The closer the two pitches are together, the slower the beat pattern.  A violinist will tune one string to another until the beats disappear.  In the context of Ubrain, beats allow the listener to perceive frequency patterns much lower than the limits of the human ear.

Ubrain's resident psychologist Brigitte Forgeot's post-graduate dissertation provides research on how brain waves caused by binaural beats effects mood.  Ubrain's website also provides a basic overview of her findings.  According to Forgeot, binaural beats help the cortex generate brain waves and induce varying states of alertness.  For example if the user is stressed, Ubrain will produce slow Alpha-frequency beats which are associated with relaxation.  Or, if the user is feeling lazy, Ubrain will produce Beta-frequency beats associated with concentration. 

Since the separation of sound is very important, Ubrain only works when listening on headphones. 

Reflection: If it really does work, then Ubrain is an amazing tool.  Since purchasing the app for my ipod touch, I have tried out the binaural beat tracks Wake Up, Relax, Einstein, and Focus.  I'm not quite convinced that the tracks actually work.  The problem is, the descriptions of what the tracks are supposed to do are so clear, I'm not sure if I'm just imagining a difference.  I feel like I can concentrate on a task better when I am listening to Focus, but maybe it's just a placebo effect.  My other concern is that the app is designed to mix the binaural beats into the background of music from my own collection.  When I tried this, I could hear the binaural tones causing beats with some of the instruments in my music.  Additionally, I find having music on while trying to read or relax distracting.  So, I created a 30min silent track and mixed that with the binaural beat track so that was hearing only the tones produced by Ubrain.  I found this approach to be the most effective.

I am intrigued by this app and I am going to continue experimenting with it over the next few weeks.  Ubrain and other binaural beat treatments could have interesting applications for A.D.H.D. patients or people suffering from depression.   The Ubrain website mentions medical applications briefly, but it would be interesting to read Brigitte Forgeot's study to get more information. Unfortunately, it is written in French and my French is ne pas bon (quelle dommage!)  Perhaps one of my classmate can take it on in a future blog.  Forgeot's paper can be found at http://www.memoireonline.com/01/07/325/m_sons-binauraux-effets-cliniques-et-neuropsychologiques0.html.

Tuesday, September 14, 2010

Welcome to the New Season

This Music and Brain Blog is now in its third year and so I welcome the new members of the University of Toronto Music and Brain class. The interest in music and the brain continues in the public as well as professional communities with TV specials, popular press articles, books, and scientific research.

So I invite you to read and watch and think critically, and then to review and respond on this blogsite.

Happy Blogging
Lee

Saturday, December 19, 2009

This is Why Drums are Great

Source: Friedman, Robert Lawrence. The Healing Power of the Drum, White Cliffs Media, Reno, NV, U.S.A., 2000.

Synopsis: In this book, the author draws on his experiences as both a hand drum enthusiast and psychologist (with holistic leanings) to establish a definite link between total health and the activity of hand drumming. He begins with an overview of his own personal stpry, from his earliest experiences playing drums as a child to his many experiences in various drum circles (highlighted by a few run-ins with Bobby McFerrin), and his eventual decision to incorporate both of his interests in one method of healing. Then, the author gives a bit of a narrative history which traces the role of hand drummig through various cultures. He explores the personal drumming experience, delving into topics ranging from exploring one's inner child to brain entrainment to "The Unifying Quality of the Drum." Then, the author gives a large sum of anecdotes, both his own and from others, that serve to demonstrate the effects of hand drumming on various conditions, ranging from the physiciological (Alzheimer's, Multiple Sclerosis, Parkinson's Syndrome) to the psychological (addictions, disabilities, stress) to the sociological (at-risk adolescents, coporate employees, prisoners) to children's conditions (Autism, Down Syndrome, William's Syndrome). Through it all, author maintains a bright outlook on life and the almost panaceaic relationship between hand drumming and total health.

Reflection: Don't tell the Percussive Arts Society I said so, but I think Mr. Friedman may be a hair too zealous in his claims. His is certainly a fascinating personal story, and much of what he says about hand drumming and health is either proven or at least plausible. To me, the error in his approach lies not in the results, but in the conditions of how to get there; quite simply, I don't believe that hand drums are the only viable musical means to achieve these results. I heartily agree that the striking, pounding nature of percussion lends itself quite well to therapy of all sorts, but I think it's a bit over-romantic to claim that hand drumming somehow metaphysically connects the performer to the instrument in a way that is somehow categorically superior to any other instrument, perussive or otherwise. Ask any string player how important their bow is to their connection with the instrument, and they'll look at you as though you just noticed the sky is blue; to string players, their implement of choice (the bow) is as much a part of their unique sound as the instrument itself. And of course, the same can be said for percussionists who play keyboard percussion instruments such as marimba, vibraphone, and xylophone; the specific mallets they choose, and how they hold and use those mallets, is an integral part in the sound produced, as well as the perfomers' mental sound concept.

That said, I don't think that Mr. Friedman is exaggerating the results at all; I just feel he's trying to give exclusive credit to hand drumming, when there are other viable forms of similar therapy. Of course, much of his philosoph stems from a perceived personal connection to the drums, so it makes sense that he is psychologically pre-conditioned to view hand drums as superior, and producing superior results. Perhaps this is why I'm finding it hard to wholly subscribe to the all-powerful properties of hand drums; I prefer the vibraphone!

Friday, December 18, 2009

Actual Mind Reading is Happening!

BCIs Using fMRI

Video: http://www.youtube.com/watch?v=JVLu5_hvr8s

Paper: 'Predicting human brain activity associated with the meanings of nouns.' http://www.ccbi.cmu.edu/reprints/reprints.htm

Professors Marcel Just and Tom Mitchell at Carnagie Mellon demonstrate what is perhaps the most advanced BCI to date. Using fMRI and artificial intelligence, they are able to predict thoughts.

In their study, they catalogued fMRI images of brain states while subjects were thinking about certain concrete nouns (such as "celery" and "airplane") and verbs (such as "run" and "eat"). Each subject had his/her own separate set of fMRI images stored. Later, when a subject was asked to look at two images of the concrete nouns they had catalogued, and focus on a single one, a computer using the catalogued fMRI data and the new fMRI image was able to predict what the subject was thinking about with stunning accuracy.

Even more amazing is the fact that when a subject was presented with two images that had NEVER been catalogued, the computer was STILL able to predict what the subject was thinking about! This is because an intelligent computer system had been created which made correlations between words (e.g. it found that "celery" and "eat" have similarities in their fMRI scans) and could predict new correlations (e.g. "carrot" will look similar to "celery").

They also combined the catalogues of all the subjects to create a sort of "average" fMRI image of each noun. Much to their surprise, they found that this new catalogue could be used with new subjects to predict which noun they were thinking of when presented with two images. This means that most of us tend to use the same areas in our brains for each specific word, idea or thought.

This is the 'bleeding edge' of BCIs. Emotiv (see my previous post), and many other EEG based BCI's are actually quite arbitrary when it comes to assigning variables to brainwaves. For instance, volume might be assigned to increase with an increase in alpha waves, but when a person actually thinks about something getting louder an increase in alpha waves has nothing to do with volume. With this new experiment, we are getting closer to actually seeing what really happens in the human brain when we think about musical variables.

From here, it may be possible to catalogue fMRI images as a subject think of pitches, durations, rhythms and timbres. Then, a system could be built that predicts a subject's thoughts of musical elements. I hunger for that first experiment where we hear a swelling Bb played on clarinet, using mind power alone.