Distinct developmental trajectories shape human sensitivity to rhythms in the environment
Bibliographic record
Abstract
Rhythm is an omnipresent feature of our environment. Repetitive temporal patterns in sound and vision influence how we pay attention to the world, move, and speak. Grasping these regularities is critical for development. Humans can track surrounding rhythms explicitly-like dancing to the beat of music-or implicitly, when rhythms guide perception and behavior without deliberate attention. Whether these abilities follow different developmental trajectories remains unknown. Here, we tested 98 children aged 7-13 using a novel gamified task measuring implicit rhythm processing, alongside assessments of explicit rhythmic abilities and cognition. We show that explicit and implicit rhythmic abilities follow distinct developmental trajectories: whereas explicit rhythmic abilities improve with age and formal musical experience, implicit rhythmic sensitivity remains remarkably stable throughout childhood. Implicit and explicit rhythm processing also showed distinct associations with executive functioning. In addition, the relation between these two forms of rhythm processing appeared to depend on cognitive flexibility. These findings provide new insights into the development of rhythmic abilities and may inform future work on neurodevelopmental disorders and rhythm-based rehabilitation.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.003 |
| 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 | 0.001 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.004 | 0.001 |
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 source (direct Gemma or distilled Codex), 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".