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Cog neuro (y2s2) > Week 5 Lecture 5 - music and the brain > Flashcards

Week 5 Lecture 5 - music and the brain Flashcards

1
Q

What are the properties of music?

A
  • Universal– all cultures ever described have some form of music
  • Unique - you don’t need to be human to sing e.g., Birds
  • Context specific for birds: neural and hormonal changes vs. many contexts for
    humans
  • Function: only male birds sing: attract mate, defend territory
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2
Q

What is the function of music?

A
  • Human musical tendencies derived from a system for attracting mates (Darwin, 1871) –>evolutionary
  • music exists because it brings people together - social cohesion which lead to survival benefits (Huron, 2001)
  • Precursor for language (Mithen, 2005)
  • “Music is auditory cheesecake” – evolutionary byproduct of the adaptation
    for human language (Pinker, 1997) –> comes as a result of the language pathways
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3
Q

How does sound travel from ear to brain?

A
  • sound vibrations travel to the ear
  • Outer ear: amplifies certain frequencies, important for locating sounds
  • Middle ear: converts airborne vibrations to liquid-borne vibrations
  • Inner ear: converts liquid-borne vibrations to neural impulses
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4
Q

What is the order of the structures in the ear?

A
  • pinna
  • ear canal
  • tympanic membrane
  • ossicles –> malleus, incus, stapes
  • cochlea
  • auditory nerve
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5
Q

How does sound travel from the inner ear to the brain?

A
  • Medial geniculate nucleus projects to primary auditory cortex (also called “core”)
  • Core area is surrounded by secondary auditory cortex
  • Information ascends and descends in the pathway
  • The auditory nerve and auditory cortex have a tonotopic organization
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6
Q

Give some examples of brain functions that music engages

A
  • Emotion
  • Memory
  • Learning & plasticity
  • Attention
  • Motor control
  • Pattern perception
  • Imagery
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7
Q

Give some examples of cortical brain areas that music activates

A
  • motor cortex –> movement e.g., dancing
  • sensory cortex –> sensory feedback e.g., from playing an instrument
  • association cortex –> memory and associations
  • auditory cortex –> auditory perception and analysis
  • visual cortex –> visual perception e.g., reading music
  • cerebellum + BA47 –> emotional reaction to music
  • BA44 –> expectancy generation e.g., violation and satisfaction
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8
Q

Give some examples of sub cortical brain areas that music activates

A
  • hippocampus –> memory and associations
  • visual cortex –> visual perception e.g., reading music
  • cerebellum + nucleus accumbens + amygdala –> emotional reactions to music
  • corpus collosum and PFC –> expectancy generation e.g., violation and satisfaction
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9
Q

Music is characterised by perceptual attributes

How can these independently vary?

A

can vary in:
pitch, rhythm, timbre, tempo, contour, loudness, and spatial location

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10
Q

What does the brain organise the perceptual attributes of music into?

A

organises into higher level concepts:
meter, harmony and melody

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11
Q

true or false

Musical and linguistic grammar allow for the generation of infinite number of
songs or sentences through combinations and rearrangements of elements

A

true

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12
Q

true or false

pitch is organised in every culture

A

true

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13
Q

Is pitch organised into musical scales?

A
  • divides each octave into 12 distinct notes
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14
Q

What is some evidence that we are born “musical”?

A
  • Hearing working at 4-6 months
  • Infants, unlike monkeys, have natural preference for consonance
  • Easily notice changes to contour (ups and downs)
  • Understand phrase structure in Mozart
  • At 3 days old infants can distinguish different rhythms
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15
Q

An fMRI was used to measure brain activity in 1- to 3-day-old newborns while they heard excerpts of Western
tonal music and altered versions of the same excerpts

What was found?

A
  • Western music: right-hemispheric activations in primary and higher order auditory cortex
  • Atonal music: activations emerged in the left inferior frontal cortex and limbic structures
  • infant brain shows a hemispheric specialization in processing music as early as the first postnatal hours
  • neural architecture underlying music processing in newborns is sensitive to changes intonal key
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16
Q

How does musical ability develop?

A
  • Newborn – perceive and remember pitch sequences, perceive a beat, sensitivity to contour, preference for consonance
  • 4-6yrs – Respond to tonal more than atonal music
  • 7yrs – Sensitive to the rules of harmony
  • 10yrs – Understand finer aspects of key structure
  • 12yrs – Develop tastes and recognition of styles
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17
Q

What is the “Mozart effect”?

A

The “Mozart effect” refers to claims that people perform better on tests of spatial abilities after listening to music composed by Mozart

18
Q

What did a test investigating the Mozart effect find?

A

Paper cutting and folding test:
- Mozart group performed better than Albinoni Group and better than silence

  • further experiment found that the Mozart effect is an artifact of arousal and
    mood
19
Q

What is congenital amusia?

A

a lifelong disorder characterized by a difficulty in perceiving, or making sense of, music

20
Q

How are amusics affected by pitch perception?

A

amusics often require the change to be much greater, for example, close to the distance between the first two notes of Somewhere over the Rainbow

21
Q

What do people with amusia score in normal range for?

A

rhythm perception, although this
aspect of the disorder seems variable

22
Q

What are some characteristics of amusia?

A
  • Amusics report having the condition for as long as they can remember
  • Unaware when music, including your own singing, is off-key
  • Difficulty discriminating or recognizing melodies without lyrics
  • Disliking of musical sounds and avoidance of public places and situations where music occurs
  • Unlikely to “use” music in everyday life or experience reactions such as chills,
    relaxation or mood enhancement
23
Q

Why is amusia interesting?

A
  • Sheds light on cognitive, neural and maybe even genetic basis of normal
    musical processing
  • How much are musical capacities associated with other skills (language,
    spatial awareness)
  • Possible origins of other developmental disorders such as dyslexia, prosopagnosia (faces) and dyscalculia (numbers)
24
Q

Who was the first documented case of congenital amusia?

A

Monica

25
Q

What pitches could Monica detect?

A

Monica can detect a pitch change of 11 semitones if and only if the pitch change is
rising, not when it is falling – not a working memory problem

26
Q

What is going on in the brain of amusics?

A

Hyde et al. (2006) measured white matter density between the right frontal and temporal lobes:

  • Amusics white matter was thinner = a weaker connection.
  • Severity of Amusia = Thinner white matter
27
Q

Do patients with congenital amusia show an increase or decrease in cortical thickness?

A
  • increase
  • Differences in cortical thickness may have compromised the normal development of right fronto-temporal pathway
28
Q

A study measured ERPs in amusic participants while they monitored sequences for the presence of pitch change

What did they find?

A
  • Lack of responsiveness to semitone changes that violate musical keys,
    difference seen in P600 component
  • Amusics can track quarter tone pitch differences, showing an early right-lateralized negative brain response – but they are UNAWARE
29
Q

What is the common origin of music and language?

A

overlapping functions and shared circuity

30
Q

True or false?

Sensitivity to emotion in speech prosody derives from our capacity to process music

A

True

31
Q

A study had 12 amusics make judgments about emotional expressions of spoken phrases

What did they find?

A
  • Music and language share mechanisms
    that trigger emotional responses
  • Common evolutionary link between
    language and music
32
Q

What is the shared syntactic integration resource hypothesis (SSIRH)?

A

Syntax in language and music share a common set of circuits instantiated
in frontal brain regions

33
Q

What did a study testing the SSIRH do and find? (shared syntactic integration response hypothesis)

A

2 sentences:
- The woman paid the baker and take the bread home – P 600
- The woman paid the baker and took the zebra home – N 400

The responses are highly similar in the
vicinity of 600 ms after the onset of the
incongruity –> converged around 600ms

34
Q

What 2 things can music elicit?

A
  • psychological (mood)
  • physiological changes –> the chills effect (shivers, goose bumps, tingling)
35
Q

What is music induced emotion?

A

euphoria or the chills effects has been shown to recruit reward-motivational circuit:
- basal forebrain, midbrain, orbitofrontal regions and deactivation in
amygdala

36
Q

What does a decrease in amygdala activation when listening to music that gives you chills suggest?

A

anticipation of the chill, rather than the chill itself

37
Q

An fMRI was given to ppts listening to music that gave them chills.

What was found?

A
  • Deep & ancient areas: N Acc, Orbitofrontal cortex and ventral tegmental area
  • Reward system in the brain - dopamine

Instrumental music = abstract but
accesses the same brain areas important for survival

38
Q

What are some uniquely human behaviours surrounding rhythm?

A
  • anticipatory (tapping to a metronome – people tap a bit ahead – anticipation)
  • flexible (tap, clap, double the rate)
  • robust (syncopation)
  • cross modal (something you hear – movement)
  • auditory (patterns – complex tap – visual pattern – flashes of light – temporal info
    through eyes – hopeless)
39
Q

What are the brain structures used to help you keep the beat of music?

A
  • motor structures
  • basal ganglia (part of the motor circuit) - time intervals, control sequences of move
40
Q

Why do we move to the beat?

A
  • A key structure involving timing beats (basal ganglia) is involved in motor
    control
  • In vocal learning the same structure creates a strong connection auditory
    input and motor output
  • Chimps can’t move to the beat
41
Q

How does musical experience affect practice, performance and skill transfer?

A
  • Auditory perception consequence of dynamic processes involving cortical
    and subcortical regions –> reflecting both bottom-up and top-down processing
  • Overlap: auditory and motor systems interact closely during both perception and production
42
Q

Ohinishi et al. 2001 compared musicians to non-musicians in a passive (music) listening task

What did they find?

A
  • Brain activation differences in Planum Temporale and Dorsolateral Prefronatal Cortex – especially on the left side
  • Differences are in or near speech production and comprehension regions

In very broad terms:
- musical training seems to push music processes onto language structures
- Left lateralization for musicians
- Left posterior temporal gyrus (near Wernicke’s)
- Left lateral frontal cortex (near Broca’s)

Cog neuro (y2s2) (11 decks)

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