Can very early music interventions promote at-risk infants’ development?

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http://hdl.handle.net/10138/237697

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Virtala , P M & Partanen , E J 2018 , ' Can very early music interventions promote at-risk infants’ development? ' , Annals of the New York Academy of Sciences , vol. 1423 , no. 1 , pp. 92-101 . https://doi.org/10.1111/nyas.13646

Title: Can very early music interventions promote at-risk infants’ development?
Author: Virtala, Paula Maarit; Partanen, Eino Juhani
Contributor organization: Medicum
Cognitive Brain Research Unit
Department of Psychology and Logopedics
Language Acquisition, Representation, and Processing (L.A.R.P.)
Brain, Music and Learning
Date: 2018-07
Language: eng
Number of pages: 10
Belongs to series: Annals of the New York Academy of Sciences
ISSN: 0077-8923
DOI: https://doi.org/10.1111/nyas.13646
URI: http://hdl.handle.net/10138/237697
Abstract: Music and musical activities are often a natural part of parenting. As accumulating evidence shows, music can promote auditory and language development in infancy and early childhood. It may even help to support auditory and language skills in infants whose development is compromised by heritable conditions, like the reading deficit dyslexia, or by environmental factors, such as premature birth. For example, infants born to dyslexic parents can have atypical brain responses to speech sounds and subsequent challenges in language development. Children born very preterm, in turn, have an increased likelihood of sensory, cognitive, and motor deficits. To ameliorate these deficits, we have developed early interventions focusing on music. Preliminary results of our ongoing longitudinal studies suggest that music making and parental singing promote infants' early language development and auditory neural processing. Together with previous findings in the field, the present studies highlight the role of active, social music making in supporting auditory and language development in at-risk children and infants. Once completed, the studies will illuminate both risk and protective factors in development and offer a comprehensive model of understanding the promises of music activities in promoting positive developmental outcomes during the first years of life.
Subject: 3141 Health care science
515 Psychology
music interventions
infancy
EEG/MEG
dyslexia
prematurity
EVENT-RELATED POTENTIALS
AUDITORY-DISCRIMINATION
PRETERM INFANTS
LANGUAGE-DEVELOPMENT
4-MONTH-OLD INFANTS
PREMATURE-INFANTS
BRAIN PLASTICITY
CHILDREN
SPEECH
EXPERIENCE
Peer reviewed: Yes
Rights: unspecified
Usage restriction: openAccess
Self-archived version: publishedVersion


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