Music: A help for traumatic brain injury? a neural perspective

Transcription

1 Music: A help for traumatic brain injury? a neural perspective Nina Kraus Northwestern University

2 The Kraus Lab experience with SOUND changes the BRAIN music bilingualism computer-based training enrichment poverty dyslexia autism aging hearing loss TBI deprivation / disorder / decline Application to military

3 SPEECH MUSIC Sound Processing working at different time scales simultaneously seconds microseconds sentences phrases syllables beats phonemes notes

4 The auditory circuit working at different time scales Brain signal (broadband) slow (sentences) fast (consonants) in-between (syllables)

5 soundwave to brainwave fast, detailed SOUNDWAVE BRAINWAVE da high da? oboe

6 neural snapshot of auditory processing fast, detailed experience-dependent sound details Fundamental frequency Pitch tracking Harmonics Onset timing Consonant timing Response consistency Neural noise

7 Fundamental frequency Pitch tracking Harmonics Onset timing Consonant timing Response consistency Neural noise How Neural the signatures brain hears Kraus & Nicol Springer Handbook of Auditory Research, 2014 Music Bilingualism enrichment Language challenges Dyslexia Autism Poverty linguistic deprivation Aging Hearing loss TBI Fundamental frequency Pitch tracking deprivation Harmonics decline Onset timing disorder Consonant timing Envelope/fine structure Stability imbalance Neural noise???? network

8 Subject 2 Subject 1 Individuals have their own neural signatures Predisposition + Collective life experience Four years later

9 Our Conceptual Framework Auditory Processing is an ongoing, lifelong process Cognitive, sensory-motor, reward attention memory MUSIC as model limbic system Zatorre & McGill, 2005, Nature

10 why might music enhance speech? Ani Patel OPERA hypothesis Overlap Precision Emotion Repetition Attention Patel (2011) Front Psychology Patel, (2013) Hear Res

11 Magnitude (µv) Music making enhances sound processing in the brain across the life span pre-schoolers school-aged children young adults older adults Time (ms) musicians nonmusicians Strait & Kraus, Hear Res, 2013 (review)

12 Music making enhances sound processing in the brain Precision/timing Response consistency Consonant distinction Did you say bag or gag? Enhanced with music Affected bytbi nigel network

13 Music making enhances auditory processing Hearing in noise Auditory working memory Processing speed Enhanced with music Revealed by our biological metric Affected by TBI

14 The musician s brain and Hearing in noise

15 Hearing speech in noise Musicians are good at extracting relevant signals from soundscape Does this skill transfer to hearing speech in noise?

16 MUS NON MUS MUS NON MUS MUS NON MUS MUS-HL Hearing speech in noise School-age Children Young Adults *** ** Older Adults ** *** Parbery-Clark et al., Ear Hear, 2009 Parbery-Clark et al., PLoS ONE, 2011 Zendel & Alain, Psychol Aging, 2011 Strait et al., Cerebral Cx, 2013 Strait et al., Dev Cog Neurosci, 2013 Strait & Kraus, Hear Res, 2014 (review)

17 NOISE QUIET da Hearing speech in noise Musicians Nonmusicians

18 The musician s brain and Auditory working memory

19 Musical training involves Memorization of sound and visual patterns auditory-motor sequences Tuning an instrument Improvisation all exercise auditory working memory

20 Auditory Working Memory MUS NON MUS MUS NON MUS MUS NON MUS MUS-HL Auditory working memory School-age Children ** Young Adults ** Older Adults ** ** Chan et al., Nature, 1998 Trainor & Corrigall, Mus Percept, 2010 Jakobson et al., Mus Percept, 2008 Parbery-Clark et al., Ear Hear, 2009 Parbery-Clark et al., PLoS ONE, 2011 Strait et al., Cereb Ctx, 2013 Kraus et al., NY Acad Sci, 2012 Strait & Kraus, Hear Res, 2013 (review)

21 a personal example Auditory working memory Chuck Berry s Carol Chuck Take 1 Take 2 Chuck...Take n

22 Auditory working memory Response consistency Consonant distinction Kraus et al., NYAcad Sci 2012

23 Short-term Training Response to Intervention In-school music instruction Computer-based training (older adults)

24 In-school Music Chicago-area high schools The Harmony Project Los Angeles 9 th 12 th grades 2 nd 4 th grades Low-income neighborhoods

25 Poverty biological impact neural noise response to sound Low maternal education High maternal education nigel network Skoe, Krizman, Kraus, J Neuroscience 2013

26 Hearing in Noise In-school Music Hearing in Noise Better -2 ** 2 nd grade 3 rd grade 4 th grade 3 Slater...Kraus, Neuromusic, 2014

27 Frequency(Hz) (Hz) z) In-school Music Frequency (Hz) Year 3 Year 1 no change randomly assigned controls Consonant distinction Did you say bag or gag? Time(ms) Time (ms) cond1 earlier than cond2 Time (ms) cond2 earlier than cond1 ** 1000 cond1 earlier than cond2 800 Kraus et al., J Neuroscience, 2014

28 In-school Music It takes time It takes activity music making, not listening engagement level more active less active 1 year of music 2 years of music Kraus et al., J Neuroscience, 2014 Tierney...Kraus, Front Psych, 2013 Kraus et al., Front Cog Neurosci, 2014 Kraus et al., Front Psych,, 2014 Kraus & Strait, NY Acad Sci in press

29 Training Hearing in Noise Older adults Based on 2 principles: 1. Adaptive contraction of the consonant vowel transition 2. Adaptive increase in memory demands Combined perceptual and cognitive training

30 Training Hearing in Noise Older adults Older adults aged 55 to 79 (n = 75) Brain Fitness Program Biological response to sound Speech-in-noise Cognitive tests Eight weeks Biological response to sound Speech-in-noise Cognitive tests Testing at Northwestern Testing at Northwestern Educational Videos Anderson et al. PNAS, 2013

31 better Neural timing change (ms) Training Hearing in Noise Older adults consonant transition Biology Auditory Training n = 35 Active Control n = 32 consonant vowel *** * Time (ms) Anderson et al. PNAS, 2013

32 db Training Hearing in Noise Older adults Better Hearing in Noise Noise > Speech -0.8 Speech = Noise Speech > Noise ** Working Memory ** pre-training post-training Anderson et al (2013) PNAS Anderson et al. (2013) Front Syst Neurosci

33 Short-term Training Response to Intervention Fundamental frequency Pitch tracking Harmonics Onset timing Consonant Timing Response consistency Neural noise Hearing in noise computer + training music + training Anderson et al., PNAS 2013 Reviewed in Strait & Kraus Hearing Research, 2014

34 Summary AUDITORY LEARNING, GOOD AND BAD, CHANGES OUR BRAIN enrichment and deprivation tug of war deprivation disorder decline negative effect on auditory processing Music positive, lasting effect Implications for TBI Dosage: short-term music? Other training regimens? WE ARE WHAT WE DO OUR PAST SHAPES OUR PRESENT What Next?

35 What Next? We have a powerful, biological snapshot of auditory processing in humans cabr We can measure the impact of experience for better or worse We are working to empower scientists, clinicians, and you to make smart choices about assessment & remediation for TBI inexpensive & user-friendly device

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