Superior pre-attentive auditory processing in musicians. Plasticity and corticofugal modulation for hearing in adult animals. in Oxford Handbook of Music Psychology (eds Hallen, S., Cross, I. Corticofugal modulation of initial sound processing in the brain. Statistical learning by 8-month-old infants. Modeling the auditory scene: predictive regularity representations and perceptual objects. Practice strategies of musicians modulate neural processing and the learning of sound-patterns. The fate of sounds in conductors' brains: an ERP study. Nager, W., Kohlmetz, C., Altenmüller, E., Rodriguez-Fornells, A. Automatic encoding of polyphonic melodies in musicians and nonmusicians. Musical experience promotes subcortical efficiency in processing emotional vocal sounds. Musical experience shapes top-down auditory mechanisms: evidence from masking and auditory attention performance. Music, language and cognition: unresolved issues. in The Child as Musician: A Handbook of Musical Development (ed. Superior voice timbre processing in musicians. Cross-domain effects of music and language experience on the representation of pitch in the human auditory brainstem. Musical experience and neural efficiency: effects of training on subcortical processing of vocal expressions of emotion. Multiparametric corticofugal modulation and plasticity in the auditory system. Role of corticofugal feedback in hearing. Intelligible speech encoded in the human brain stem frequency-following response. Auditory brain stem response to complex sounds: a tutorial. Encoding of pitch in the human brainstem is sensitive to language experience. Plasticity in the adult human auditory brainstem following short-term linguistic training.

Learning pitch patterns in lexical identification by native English-speaking adults. The scalp-recorded brainstem response to speech: neural origins and plasticity. Voice processing in human and non-human primates. Musicians have enhanced subcortical auditory and audiovisual processing of speech and music. Influence of musical expertise and musical training on pitch processing in music and language. Learning to encode timing: mechanisms of plasticity in the auditory brainstem. Musical experience shapes human brainstem encoding of linguistic pitch patterns. Musical experience limits the degradative effects of background noise on the neural processing of sound. Musician children detect pitch violations in both music and language better than nonmusician children: behavioral and electrophysiological approaches. Practicing a musical instrument in childhood is associated with enhanced verbal ability and nonverbal reasoning. The musician's brain as a model of neuroplasticity. Musical training influences linguistic abilities in 8-year-old children: more evidence for brain plasticity. Musical training shapes structural brain development. Selective subcortical enhancement of musical intervals in musicians. Musical training enhances automatic encoding of melodic contour and interval structure. Morphology of Heschl's gyrus reflects enhanced activation in the auditory cortexof musicians. Brain structures differ between musicians and non-musicians. Increased auditory cortical representation in musicians. Music acquisition: effects of enculturation and formal training on development. What do music training and musical experience teach us about brain plasticity? Music Percept.

Experience-induced malleability in neural encoding of pitch, timbre, and timing. When the brain plays music: auditory–motor interactions in music perception and production. For musicians, similarly, listening is the first and foremost activity, and- whether it is listening to their own playing orto that of others - it lies at the heart of all good music-making.Zatorre, R. The skills of reading and writing, which are dependent on the eye, come later in the learning process. For children to be able to speak and understand language, they need to listen carefully to the talking that is going on around them. Lntroduction Developing listening skills Musicallearning, a~ with languag:~l~with the ear and not with the e~. Overview of Grade 1-3 aural tests Test A Test B Test C Test D 11 Access (for candidates with specific needs). 6 Integrating aural training into the lesson.

Aural Training in Practice ABRSM Grades 1-3Ĭontents lntroduction Developing listening skills.

Aural music training