Short-Term Second Language and Music Training Induces Lasting Functional Brain Changes in Early Childhood

Sylvain Moreno; Yunjo Lee; Monika Janus; Ellen Bialystok

doi:10.1111/cdev.12297

journal article Mar 01, 2015

Short-Term Second Language and Music Training Induces Lasting Functional Brain Changes in Early Childhood

Sylvain Moreno Yunjo Lee Monika Janus Ellen Bialystok

Child Development Vol. 86 No. 2 pp. 394-406 · Oxford University Press (OUP)

View at Publisher Save 10.1111/cdev.12297

Abstract

Abstract
Immediate and lasting effects of music or second-language training were examined in early childhood using event-related potentials. Event-related potentials were recorded for French vowels and musical notes in a passive oddball paradigm in thirty-six 4- to 6-year-old children who received either French or music training. Following training, both groups showed enhanced late discriminative negativity (LDN) in their trained condition (music group–musical notes; French group–French vowels) and reduced LDN in the untrained condition. These changes reflect improved processing of relevant (trained) sounds, and an increased capacity to suppress irrelevant (untrained) sounds. After 1 year, training-induced brain changes persisted and new hemispheric changes appeared. Such results provide evidence for the lasting benefit of early intervention in young children.

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Details

Published: Mar 01, 2015
Vol/Issue: 86(2)
Pages: 394-406
License: View

Authors

S

Sylvain Moreno

Rotman Research Institute

Y

Yunjo Lee

Rotman Research Institute

York University

York University

Funding

US National Institutes of Health Award: R01HD052523

Cite This Article

Sylvain Moreno, Yunjo Lee, Monika Janus, et al. (2015). Short-Term Second Language and Music Training Induces Lasting Functional Brain Changes in Early Childhood. Child Development, 86(2), 394-406. https://doi.org/10.1111/cdev.12297

Short-Term Second Language and Music Training Induces Lasting Functional Brain Changes in Early Childhood

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