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Influence de l'apprentissage de la musique sur le
traitement du langage importance pour la
remédiation de la dyslexie
Mireille Besson Equipe Langage, Musique et
Motricité Institut de Neurosciences Cognitives de
la Méditerranée CNRS- Université de la
Méditerranée U2
Programme  Ecole et Sciences Cognitives 
Neuroscience cognitives et apprentissage CNRS
INRP Lyon, 23-24 Mars, 2006
IFMR
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Theoretical framework
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Prosody
Emotional function express hapiness, anger,
fear, (Schirmer et al, 2001 Kotz et al, 2003,
)
Linguistic function focus, modality,
segmentation,
through word stress, pauses, intonation,
(Astesano et al, 2003 Böcker et al, 1999
Eckstein Friederici, 2005 Friedrich et al,
2004 Magne et al, 2005 Meyer et al, 2000
Steinhauer et al, 1999 )
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Outline

• Influence of musical expertise on pitch/F0
  processing in language
• In adults (Schön, Magne Besson,
  Psychophysiology, 2004)
• In children (Magne, Schön Besson, Jal of Cog.
  Neurosc., 2006)
• Influence of musical training on pitch/F0
  processing in language
• 8 weeks of training (Moreno Besson, 2006)
• 6 months of training (Moreno, Marquez, dos
  Santos, Castro Besson, in prep.)
• Pitch processing in dyslexic children
• Detection of strong F0 violations in language
  impaired in dyslexics (dos Santos, Moreno, Habib
  Besson, in press)

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Protocol
EEG acquisition errors Participants
Adults 9 musicians et 9 non-musicians Childre
n 10 musicians et 10 non-musicians Age 7-9
yr (average 8) Task is last note / word
strange ?
Time course
Melody/Sentence Last Note/Word
XXXX
150 2000 2000 ms
---------------------------------------
--------------------------------  Next trial
Marqueur
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Hypothesis Congruous Musicians Non-musicians
Strong incongruity Musicians
Non-musicians Weak
incongruity Musicians gt Non-musicians
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Hypothesis If transfer of training, then
Congruous Musicians Non-musicians
Strong incongruity Musicians
Non-musicians Weak
incongruity Musicians gt Non-musicians
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Error rate
Music Language
70
70
60
60
50
50
Adults
40
40
30
30

20
20

10
10
0
0
OK Weak Strong
OK Weak Strong
Musiciens Non-musiciens
Musician adults and children detect weak pitch
violations better than non musician not only in
music but also in language (Schön et al, 2004
Magne et al, 2006)
80
80
70
70
60
60
Children
50
50

40
40
30
30

20
20
10
10
0
0
OK Weak Strong
OK Weak Strong
3
1
2
12
500 ms
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Event-Related brain Potentials Music
Musicians
Non-musicians
Cz
Cz
Congruous
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Event-Related brain Potentials Music
Musicians
Non-musicians
Cz
Cz
Congruous
Weak incongruity
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Event-Related brain Potentials Music
Musicians
Non-musicians
Cz
Cz
Strong incongruity
Congruous
Weak incongruity
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Event-Related brain Potentials Language
Musicians
Non-musicians
Cz
Cz
Congruous
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Event-Related brain Potentials Language
Musicians
Non-musicians
Cz
Cz
Weak incongruity
Congruous
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Event-Related brain Potentials Language
Musicians
Non-musicians
Cz
Cz
Strong incongruity
Weak incongruity
Congruous
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Conclusions

• Musical ear increase in pitch discrimination
• Weak incongruity Differences between musicians
  and non musicians in adults and children.
• Similarity Language Music
• Late Positive Components (categorisation
  decision)
• Language weak incongruity
  only musicians
• Differences Language Music
• Early negative components
• Music Adults Right
  temporal
• Children
  only musicians, more distributed
• Language Adults Temporal
  bilateral
• Children
  nothing!

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• Conclusion
• Musical expertise facilitates detection of pitch
• violations in language
• Can we find similar results with musical
  training ?
• Importance of music lessons for language
  learning ?

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Elementary school   Gilibert  in Marseille
Influence of 8 weeks of musical training ?
Sylvain Moreno PhD
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• Participants
• 2 groups of 10 children equated for
• Musical background (all non-musicians)
• age (8 yr old)
• Sex
• Laterality
• socio-economic background
• School level
• Teachers
• Experiment comprises 3 phases

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Phase 1
Test 1 same as before (language)
La fillette assise par terre
feuilletait un livre dimage
35 120
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Phase 2 Music Training (8 weeks)
MachinArt Association Conceptor C. Napoléoni
"Musical Garden"
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• Phase 2 Painting Training (8 weeks)

"Drawing group"
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Phase 3
Test 2 same as before (language)
La fillette assise par terre
feuilletait un livre dimage
35 120
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Strong Incongruity
Music Training
Drawing Training
Before Training After Training (8 weeks)
ms
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Dyslexic children
Andréia Santos, Sylvain Moreno, Michel Habib
Mireille Besson Equipe Langage, Musique et
Motricité, INCM-Marseile

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Error rate
Before Training

After Training
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Strong Congruous Difference waves
After Training
Before Training
-30 ?V
Controls Dyslexics
700
-150
200
1300 ms
30 ?V
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• Conclusion
• Dyslexics seem to be impaired in pitch detection
  in
• language (strong incongruity) (Foxton
  et al, 2003)
• Phonological and audio-visual training improved
• the level of performance of dyslexic
  children
• Importance of music for dyslexia remediation ?

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Thank you for your attention !
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Foreign language
In collaboration with Carlos Marquez and Sao Luis
Castro University of Porto,
Portugal
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• Design
• Similar experiment but
• Only one phase (language)
• Sentences in Portugese
• 2 groups of 16 French adults,
• musicians and non-musicians

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Fz
Cz
Pz
Cong. Weak Strong
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Figure 3. Mean amplitude ERPs to pitch
manipulations in control and dyslexic children
before training.
Before Training
Controls
Dyslexics
Congruous words Weak Incongruity Strong
Incongruity
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Figure 4. Mean amplitude ERPs to pitch
manipulations in control and dyslexic children
after training.
After Training
Dyslexics
Controls
Congruous words Weak Incongruity Strong
Incongruity
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Non-musicians
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Musicians