Parental linguistic support in a home environment is associated with language development of preschool-aged children.

Aim: In today's increasingly digitalised society, there is a growing need for information on how parents can support their children's language development at home. We investigated the associations between three types of parental linguistic support and children's language skills in different domains.

Methods: Between April 2019 and March 2020, 164 children aged between 2.

The development of cortical processing of speech differs between children with cochlear implants and normal hearing and changes with parental singing.

Objective: The aim of the present study was to investigate speech processing development in children with normal hearing (NH) and cochlear implants (CI) groups using a multifeature event-related potential (ERP) paradigm. Singing is associated to enhanced attention and speech perception. Therefore, its connection to ERPs was investigated in the CI group.

Screen Time of Preschool-Aged Children and Their Mothers, and Children's Language Development.

Although children's increased screen time has been found to associate with poorer language development, it is open to question which part of language ability screen time specifically associates with. Our aim was to examine the association between children's screen time (alone and together with a parent), mothers' screen time, and the different domains of children's language skills. Mothers reported their children's (N = 164, aged 2.

The Role of Music in Families of Children With Hearing Loss and Normal Hearing in Australia, Finland, and the UK.

The primary aim of this current study was to compare the role, importance and value placed on music by families with normally hearing (NH) children, to those who had a child with a hearing loss (HL) who wore either hearing aids and/or cochlear implants. A secondary aim was to see whether this differed between the countries. Parents of children aged 2-6 years living in Australia, Finland, and the United Kingdom were invited to complete the Role of Music in Families Questionnaire (RMFQ).

Links of Prosodic Stress Perception and Musical Activities to Language Skills of Children With Cochlear Implants and Normal Hearing.

Objectives: A major issue in the rehabilitation of children with cochlear implants (CIs) is unexplained variance in their language skills, where many of them lag behind children with normal hearing (NH). Here, we assess links between generative language skills and the perception of prosodic stress, and with musical and parental activities in children with CIs and NH. Understanding these links is expected to guide future research and toward supporting language development in children with a CI.

Why and how music can be used to rehabilitate and develop speech and language skills in hearing-impaired children.

This paper presents evidence for a strong connection between the development of speech and language skills and musical activities of children and adolescents with hearing impairment and/or cochlear implants. This conclusion is partially based on findings for typically hearing children and adolescents, showing better speech and language skills in children and adolescents with musical training, and importantly, showing increases of speech and language skills in children and adolescents taking part in musical training. Further, studies of hearing-impaired children show connections between musical skills, involvement in musical hobbies, and speech and language skills.

The MMN as a viable and objective marker of auditory development in CI users.

In the present article, we review the studies on the use of the mismatch negativity (MMN) as a tool for an objective assessment of cochlear-implant (CI) functioning after its implantation and as a function of time of CI use. The MMN indexes discrimination of different sound stimuli with a precision matching with that of behavioral discrimination and can therefore be used as its objective index. Importantly, these measurements can be reliably carried out even in the absence of attention and behavioral responses and therefore they can be extended to populations that are not capable of behaviorally reporting their perception such as infants and different clinical patient groups.

Interplay between singing and cortical processing of music: a longitudinal study in children with cochlear implants.

Informal music activities such as singing may lead to augmented auditory perception and attention. In order to study the accuracy and development of music-related sound change detection in children with cochlear implants (CIs) and normal hearing (NH) aged 4-13 years, we recorded their auditory event-related potentials twice (at T1 and T2, 14-17 months apart). We compared their MMN (preattentive discrimination) and P3a (attention toward salient sounds) to changes in piano tone pitch, timbre, duration, and gaps.

The perception of prosody and associated auditory cues in early-implanted children: the role of auditory working memory and musical activities.

Objective: To study prosodic perception in early-implanted children in relation to auditory discrimination, auditory working memory, and exposure to music.

Design: Word and sentence stress perception, discrimination of fundamental frequency (F0), intensity and duration, and forward digit span were measured twice over approximately 16 months. Musical activities were assessed by questionnaire.

Music and speech prosody: a common rhythm.

Disorders of music and speech perception, known as amusia and aphasia, have traditionally been regarded as dissociated deficits based on studies of brain damaged patients. This has been taken as evidence that music and speech are perceived by largely separate and independent networks in the brain. However, recent studies of congenital amusia have broadened this view by showing that the deficit is associated with problems in perceiving speech prosody, especially intonation and emotional prosody.

Children's brain responses to sound changes in pseudo words in a multifeature paradigm.

Objective: The multifeature mismatch negativity (MMN) paradigm has previously been used to study MMN responses to changes in tones or isolated syllables. We tested 4-12 year old children's MMNs to changes in a naturally produced pseudo word context.

Methods: We studied preschoolers' (under the age of 7 years, N = 15, mean age 5 years 4 months) and school childrens' (over the age of 7 years, N = 15, mean age 9 years 3 months) MMNs to five types of changes (vowel duration, fundamental frequency, gap, intensity, vowel identity) in the middle syllable of a pseudo word [tɑtɑtɑ] using a multifeature paradigm.

Cortical processing of musical sounds in children with Cochlear Implants.

Objective: We studied the neurocognitive mechanisms of musical instrument sound perception in children with Cochlear Implants (CIs) and in children with normal hearing (NH).

Methods: ERPs were recorded in a new multi-feature change-detection paradigm. Three magnitudes of change in fundamental frequency, musical instrument, duration, intensity increments and decrements, and presence of a temporal gap were presented amongst repeating 295 Hz piano tones.