Native languages influence the way people group non-language sounds into rhythms.
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The sounds of our native languages affect how we hear music and other non-language sounds.
A team of American and Japanese researchers has found evidence that native languages influence the way people group non-language sounds into rhythms.
Exposure to certain patterns of speech can influence one's perceptions of musical rhythms.
People in different cultures perceive different rhythms in identical sequences of sound, according to Drs. John R. Iversen and Aniruddh D. Patel of The Neuroscience Institute in San Diego and Dr. Kengo Ohgushi of the Kyoto City University of Arts in Kyoto, Japan. This provides evidence that exposure to certain patterns of speech can influence one's perceptions of musical rhythms. In future work, they believe they may even be able to predict how people will hear rhythms based on the structures of their own languages.
Universal laws of perception, underlying the rhythms of both speech and music.
Researchers have traditionally tested how individuals group rhythms by playing simple sequences of tones. For example, listeners are presented with tones that alternate in loudness (...loud-soft-loud-soft...) or duration (...long-short-long-short...) and are asked to indicate their perceived grouping. Two principles established a century ago, and confirmed in numerous studies since, are widely accepted: a louder sound tends to mark the beginning of a group, and a lengthened sound tends to mark the end of a group. These principles have come to be viewed as universal laws of perception, underlying the rhythms of both speech and music. However, the cross-cultural data have come from a limited range of cultures, such as American, Dutch and French.
This new study suggests one of those so-called "universal" principles, perceiving a longer sound at the end of a group, may be merely a byproduct of English and other Western languages. In the experiments Iversen, Patel and Ohgushi performed, native speakers of Japanese and native speakers of American English agreed with the principle that they heard repeating "loud-soft" groups. However, the listeners showed a sharp difference when it came to the duration principle. English-speaking listeners most often grouped perceived alternating short and long tones as "short-long." Japanese-speaking listeners, albeit with more variability, were more likely to perceive the tones as "long-short." Since this finding was surprising and contradicted a common belief of perception, the researchers replicated and confirmed it with listeners from different parts of Japan.
Understanding how musical rhythms begin in the two cultures
To uncover why these differences exist, one clue may come from understanding how musical rhythms begin in the two cultures. For example, if most phrases in American music start with a short-long pattern, and most phrases in Japanese music start with a long-short pattern , then listeners might learn to use these patterns as cues for how to group them. To test this idea, the researchers examined phrases in American and Japanese children's songs. They examined 50 songs per culture, and for each beginning phrase they computed the duration ratio of the first note to the second note and counted how often phrases started with a short-long pattern versus other possible patterns such as long-short, or equal duration. They found American songs show no bias to start phrases with a short-long pattern. But Japanese songs show a bias to start phrases with a long-short pattern, consistent with their perceptual findings.
One basic difference between English and Japanese is word order. In English, short grammatical, or "function," words such as "the," "a," and "to," come at the beginning of phrases and combine with longer meaningful, or "content," words such as a nouns or verbs. Function words are typically reduced in speech, having short duration and low stress. This creates frequent linguistic chunks that start with a short element and end with a long one, such as "to eat," and "a big desk." This fact about English has long been exploited by poets in creating the English language's most common verse form, iambic pentameter.
Japanese, in contrast, places function words at the ends of phrases. Common function words in Japanese include "case markers," or short sounds which can indicate whether a noun is a subject, direct object, indirect object, etc. For example, in the sentence "John-san-ga Mari-san-ni hon-wo agemashita," ("John gave a book to Mari") the suffixes "ga," "ni" and "wo" are case markers indicating that John is the subject, Mari is the indirect object and "hon" (book) is the direct object. Placing function words at the ends of phrases creates frequent chunks that start with a long element and end with a short one, which is just the opposite of the rhythm of short phrases in English.
Link between Language and Music
In addition to potentially uncovering a new link between language and music, the researchers' work demonstrates there is a need for cross-cultural research when it comes to testing general principles of auditory perception.
Babies seem to have a keen eye for speech : they can distinguish between different languages simply by reading your lips.
Speaking like a Chinese native is in the genes [
1
]
ENQUIRE in Chinese after the health of someone's mother and you could well receive an answer about the
well-being of their horse. Subtle pronunciation differences in tonal languages such as Chinese change the
meaning of words, which is one reason why they are so hard for speakers of
non-tonal languages like English
[perfect pictch]
to
learn.
Babies of all backgrounds can grow up speaking any language, so there is no such thing as "a gene for
Chinese". There may, however, be something in our genes that affects how easily we can learn certain
languages. So say Dan Dediu and Robert Ladd of the University of Edinburgh, UK, who have discovered the
first
clear correlation between language and genetic variation.
Using statistical analysis, the pair show that people in parts of the world where non-tonal languages are
spoken are more likely to carry different, more recently evolved forms of two brain development genes, ASPM
and microcephalin, than people in tonal regions (Proceedings of the National Academy of Sciences, DOI:
10.1073/pnas.0610848104).
"This is exciting because most genes and language features that vary at the population level are either
not correlated or have a correlation that can be explained by geography or history," says Ladd. In ASPM
and microcephalin, neither geography nor history can
account for the correlation.
Since both genes have a function in brain development, Dediu and Ladd propose that they may have subtle
effects on the organisation of the cerebral cortex, including the areas that process language. Brain anatomy
differs between
English speakers who are good at learning tonal languages
and those who
find
it harder, says Ladd, so now he wants to see whether similar learning differences can be found in carriers
of
the ASPM and microcephalin variant genes.
A remaining puzzle is the role of natural selection. The newer gene variants that are common in non-tonal
regions must have been positively selected (New Scientist, 11 March 2006, p 30), but nobody has been able to
show how they might provide a selective advantage.
Dediu and Ladd don't think their proposed linguistic effect could be the answer. "There is
absolutely
no reason to think that non-tonal languages are in any way more fit for purpose than tonal languages,"
says Ladd.
Bernard Crespi of Simon Fraser University, Burnaby, in British Columbia, Canada, has an explanation for the
older genes, however. "Tonal languages may have some similarities to 'motherese' [
baby talk
]," which apparently helps infants learn language, he
says.
GENDER DIFFERENCES IN LANGUAGE
Boys' And Girls' Brains Are Different: Gender Differences In Language Appear Biological
ScienceDaily (Mar. 5, 2008)
--
Although researchers have long agreed that girls have superior language abilities than boys, until now no
one
has clearly provided a biological basis that may account for their differences. For the first time -- and in
unambiguous findings -- researchers from Northwestern University and the University of Haifa show both that
areas of the brain associated with language work harder in girls than in boys during language tasks, and
that
boys and girls rely on different parts of the brain when performing these tasks.
"Our findings -- which suggest that language processing is more sensory in boys and more abstract in
girls -- could have major implications for teaching children and even provide support for advocates of
single
sex classrooms," said Douglas D. Burman, research associate in Northwestern's Roxelyn and Richard
Pepper Department of Communication Sciences and Disorders.
Using functional magnetic resonance imaging (fMRI), the researchers measured brain activity in 31 boys and
in
31 girls aged 9 to 15 asthey performed spelling and writing language tasks.
The tasks were delivered in two sensory modalities -- visual and auditory. When visually presented, the
children read certain words without hearing them. Presented in an auditory mode, they heard words aloud but
did not see them.
Using a complex statistical model, the researchers accounted for differences associated with age, gender,
type
of linguistic judgment, performance accuracy and the method -- written or spoken -- in which words were
presented.
The researchers found that
girls still showed significantly greater activation in language areas of
the brain than boys.
The information in the tasks got through to girls' language areas of the
brain -- areas associated with abstract thinking through language. And their performance accuracy correlated
with the degree of activation in some of these language areas.
To their astonishment, however, this was not at all the case for boys.
In boys, accurate performance
depended -- when reading words
-- on how hard visual areas of the brain worked. In hearing words,
boys' performance depended on how hard auditory areas of the brain worked. If that pattern extends to
language processing that occurs in the classroom, it could inform teaching and testing methods.
Given boys' sensory approach, boys might be more effectively evaluated on knowledge gained from lectures
via oral tests and on knowledge gained by reading via written tests. For girls, whose language processing
appears more abstract in approach, these
different testing methods would appear unnecessary.
"One possibility is that boys have some kind of bottleneck in their sensory processes that can hold up
visual or auditory information and keep it from being fed into the language areas of the brain," Burman
said. This could result simply from girls developing faster than boys, in which case the differences between
the sexes might
disappear by adulthood.
Or, an alternative explanation is that boys create visual and auditory associations such that meanings
associated with a word are brought to mind simply from seeing or hearing the word.
While the second explanation puts males at a disadvantage in more abstract language function, those kinds of
sensory associations may have provided an evolutionary advantage for primitive men whose survival required
them to quickly recognize danger-associated sights and sounds.
If the pattern of females relying on an abstract language network and of males relying on sensory areas of
the
brain extends into adulthood -- a still unresolved question -- it could explain why women often provide more
context and abstract representation than men.
Ask a woman for directions and you may hear something like: "Turn left on Main Street, go one block
past
the drug store, and then turn right, where there's a flower shop on one corner and a cafe across the
street." Such information-laden directions may be helpful for women because all information is relevant
to the abstract concept of where to turn; however, men may require only one cue and be distracted by
additional information.
Burman is primary author of "Sex Differences in Neural Processing of Language Among Children."
Co-authored by James R. Booth (Northwestern University) and Tali Bitan (University of Haifa), the article
will
be published in the
Neuropsychologia
Journal
.