The Effects of Singing Lessons on Speech Evoked Brainstem Responses in Children with Central Auditory Processing Disorders
Bibliographic record
Abstract
This study investigated the effects of formal singing lessons on subcortical auditory responses in children with central auditory processing disorders (CAPD). Eleven school aged children (7-11 years old) participated in the study. Auditory brainstem responses (ABRs) were recorded using click and speech stimuli (/da/) before and after 6 months of singing lessons. The lessons included curriculum specifically designed to address deficits in pitch and timing perception as seen in children with CAPD. Results revealed delayed latencies in CAPD children before and after singing lessons compared to the normative data developed for children with normal auditory function. However, no significant latency differences were observed after the six to eight months of singing lessons. Significantly larger amplitudes were observed for Wave A and the VA slope after musical training. A trend for larger amplitude was also observed for Wave O. Enriched auditory experiences have a profound influence on how sound is processed in the brain. The data of the present study suggest that efficacy of formal singing lessons can be demonstrated by speech-ABR in children with CAPD. The magnitude of the onset and off-set of the speech-ABR response improved after the six to eight months of formal auditory (music) training. Subcortical response amplitude could be more sensitive than latencies to demonstrate the positive effect of singing lessons. However, this duration would be insufficient to reveal an improvement for the neural timing (latency).
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".