Context 1

... at hearing aid fitting and age at implantation were compared and no statistical difference was found between
two groups (p > 0.05) ( Table 1). The mean values for musical training hours spent by each child from the
music group were obtained from the diaries in which parents had noted the amount of musical training monthly
(Table 2). Each child was made to attend to musical training activities regularly between 116.87 and 175.41
min for two years (Table 3). ...
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Context 2

... set of examples for each level are given below, you can use these as a guideline. Table A.2 Example of two-
note sequences task. ...
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Citations
... Even though the study did not suffer from major limitations, a very small sample of children (only six)
participated in the training group, making it hard to draw robust conclusions and, further, pinpointing the need
for future studies with larger samples. In another study with positive results (Yucel, Sennaroglu, & Belgin,
2009), the investigators administered a music training program (rhythm production, melody singing, music
listening, and dancing to music) to parents of 18 paediatric CI users. After two years of training, ratings from a
questionnaire have shown a clear improvement in all trained musical activities, along with an enhanced pitch
and rhythm perception. ...
PATH 1 SPECIAL EDITION
Book
Full-text available

 Jan 2022
 Dora Psaltopoulou

 Anna Lazou

 Ioanna Mastora
 Nikolaos Loukidelis

 Xanthoula Dakovanou

Philosophy, Arts, Therapies: PATh! A path toward a human protective life through Philosophy, Arts and
Therapies! An innovative, interdisciplinary and humanistic approach for a life with meaning and freedom. Every
paper opens a new path for self-awareness, meaningful communication with significant others, solidarity and
creativity as the healthiest approach to human growth. Philosophy as well as the arts contains the potential for
humans to exceed the limits of physical existence and transcend self so that man rises above mundane needs
to reach elevation. It is when emotional and spiritual transcendence occurs through the innate healing qualities
of philosophy and arts that man can become a man. Moreover, the fathers of psychoanalysis, humanistic and
existential psychotherapies, i.e. Sigmund Freud, Carl Jung, Jacques Lacan, to mention a few, supported their
theories and practice through philosophical currents and some of them, i.e. Carl Jung, Rollo May etc., derived
profound inspiration from the arts.
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... A 2-year pilot study by Yucel et al. (2009) explored a music training program for 18 (9 active, 9 control)
pediatric unilateral CI recipients and bimodal users that focused on the use of a take-home electronic
keyboard. Unfortunately, the ages were not clearly reported. ...
Beyond Audition: Psychosocial Benefits of Music Training for Children With Hearing Loss
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 Jun 2021
 Ear Hear

 Chi Yhun Lo

 Valerie Looi

 William Forde Thompson

 Catherine M. McMahon
 Objectives: Children with hearing loss tend to have poorer psychosocial and quality of life outcomes than their
typical-hearing (TH) peers-particularly in the areas of peer relationships and school functioning. A small
number of studies for TH children have suggested that group-based music activities are beneficial for prosocial
outcomes and help develop a sense of belonging. While one might question whether perceptual limitations
would impede satisfactory participation in musical activities, findings from a few studies have suggested that
group music activities may have similar benefits for children with hearing loss as well. It is important to note
that the effect of music on psychosocial outcomes has primarily been investigated at an anecdotal level. The
objective of this study was to explore the effect of a music training program on psychosocial and quality of life
outcomes for children with hearing loss. It was hypothesized that music training would provide benefits for
domains centered upon peer relationships and prosocial measures. Design: Fourteen children aged 6 to 9
years with prelingual sensorineural hearing loss (SNHL) participated in a 12-week music training program that
consisted of group-based face-to-face music therapy supplemented by online music apps. The design was a
pseudorandomized, longitudinal study (9 participants were waitlisted, initially serving as a passive control
group). Psychosocial wellbeing and quality of life were assessed using a questionnaire battery comprised of
the Strengths and Difficulty Questionnaire (SDQ), the Pediatric Quality of Life Inventory, the Hearing
Environments and Reflection on Quality of Life (HEAR-QL), and the Glasgow Children's Benefit Inventory. For
comparative purposes, responses were measured from 16 TH children that ranged in age from 6 to 9 years.
Results: At baseline, children with SNHL had poorer outcomes for internalizing problems, and all measures of
the HEAR-QL compared with the TH children. There were no differences for general psychosocial and physical
health. After music training, SDQ internalizing problems such as peer relationships and emotional regulation
were significantly reduced for the children with SNHL. There were no changes for any outcomes for the
passive control group. Additional benefits were noted for emotional and learning factors on the Glasgow
Children's Benefit Inventory. However, there were no significant changes for any psychosocial and quality of
life outcomes as measured by the Pediatric Quality of Life Inventory or HEAR-QL instruments. Conclusions:
The present study provides initial evidence that music training has a positive effect on at least some
psychosocial and quality of life outcomes for children with hearing loss. As they are at a greater risk of poorer
psychosocial and quality of life outcomes, these findings are cause for cautious optimism. Children with
hearing loss should be encouraged to participate in group-based musical activities.
View

... The age of the participants ranged between 0 months and 15 years. The participants included are 85
females and 106 were males except for 9 subjects from study by Yucel et al. [2009] that did not specify their
participants' gender in that study. Among these participants, 161 participants were unilateral users of CI, while
15 participants were bilaterally implanted simultaneously and in sequences. ...
... Among these participants, 161 participants were unilateral users of CI, while 15 participants were bilaterally
implanted simultaneously and in sequences. Thirty-three participants were not identified for whether they were
unilateral or bilateral CI users, as that aspect was not stated in the articles [Yucel et al., 2009;Chen et al.,
2010]. The implantation age of the participants ranged from 1 to 9 years, and the mean CI experience of all the
participants was 2.52 years (range: 2-36 months). ...
... The music training was undertaken using various kinds of music stimuli, activities, and programs. In the
studies by Yucel et al. [2009], Chen et al. [2010], Torppa et al. [2014a, b], Good et al. [2017], Kim et al, [2017],
and Torppa et al. [2018], musical instruments were used as stimuli. The participants were asked to either play
the instrument in a music lesson or listen to and discriminate between the music stimuli played live during the
musical training. ...
Crucial Music Components Needed for Speech Perception Enhancement of Pediatric Cochlear Implant Users: A
Systematic Review and Meta-Analysis
Article
Full-text available

 Apr 2021
 AUDIOL NEURO-OTOL

 Nor Farawaheeda Ab Shukor

 Woojae Han
 Jihyeon Lee
 Young Joon Seo

Background: Although many clinicians have attempted music training for the hearing-impaired children, no
specific effects have yet been reported for individual music components. This paper seeks to discover specific
music components that help in improving speech perception of children with cochlear implants (CI) and to
identify the effective training periods and methods needed for each component. Method: While assessing 5
electronic databases, that is, ScienceDirect, Scopus, PubMed, CINAHL, and Web of Science, 1,638 articles
were found initially. After the screening and eligibility assessment stage based on the Participants,
Intervention, Comparisons, Outcome, and Study Design (PICOS) inclusion criteria, 18 of 1,449 articles were
chosen. Results: A total of 18 studies and 14 studies (209 participants) were analyzed using a systematic
review and meta-analysis, respectively. No publication bias was detected based on an Egger's regression
result even though the funnel plot was asymmetrical. The results of the meta-analysis revealed that the largest
improvement was seen for rhythm perception, followed by the perception of pitch and harmony and smallest
for timbre perception after the music training. The duration of training affected the rhythm, pitch, and harmony
perception but not the timbre. Interestingly, musical activities, such as singing, produced the biggest effect
size, implying that children with CI obtained the greatest benefits of music training by singing, followed by
playing an instrument and achieved the smallest effect by only listening to musical stimuli. Significant
improvement in pitch perception helped with the enhancement of prosody perception. Conclusion: Music
training can improve the music perception of children with CI and enhance their speech prosody. Long training
duration was shown to provide the largest training effect of the children's perception improvement. The children
with CI learned rhythm and pitch better than they did with harmony and timbre. These results support the
finding of past studies that with music training, both rhythm and pitch perception can be improved, and it also
helps in the development of prosody perception.
View

... The authors invalidly concluded, however, that both trainings had a benefit for consonant discrimination in
quiet and that noise reduced the benefit of the training. Four papers used a passive "no-training" control group
(Dubinsky et al., 2019;Lo et al., 2020;Petersen et al., 2012;Yucel et al., 2009). Again, although any
improvements seen in such studies might be due to the training, any difference before and after training or
between groups may be due not to the intervention but to expectations of participants or researchers
(placebotype effects), or due to the additional beneficial interactions between trainers and participants that
would happen with any training scheme. ...
... Multiple comparisons were not taken into account. Yucel et al. (2009) studied 18 newly implanted children
(mean age of implantation around 4 years) who were assessed preimplantation and over 2 years following
implantation. The test group was enrolled in a program that included music training carried out at home with a
computer and electronic keyboard, consisting of pitch and rhythm tasks and color-coded playing of tunes
(mean time approximately 2-3 hours per month). ...
No Evidence That Music Training Benefits Speech Perception in Hearing-Impaired Listeners: A Systematic
Review
Article
Full-text available

 Jan 2021

 Colette M. McKay

As musicians have been shown to have a range of superior auditory skills to non-musicians (e.g., pitch
discrimination ability), it has been hypothesized by many researchers that music training can have a beneficial
effect on speech perception in populations with hearing impairment. This hypothesis relies on an assumption
that the benefits seen in musicians are due to their training and not due to innate skills that may support
successful musicianship. This systematic review examined the evidence from 13 longitudinal training studies
that tested the hypothesis that music training has a causal effect on speech perception ability in hearing-
impaired listeners. The papers were evaluated for quality of research design and appropriate analysis
 techniques. Only 4 of the 13 papers used a research design that allowed a causal relation between music
training and outcome benefits to be validly tested, and none of those 4 papers with a better quality study
design demonstrated a benefit of music training for speech perception. In spite of the lack of valid evidence in
support of the hypothesis, 10 of the 13 papers made claims of benefits of music training, showing a propensity
for confirmation bias in this area of research. It is recommended that future studies that aim to evaluate the
association of speech perception ability and music training use a study design that differentiates the effects of
training from those of innate perceptual and cognitive skills in the participants.
View

... Generally, our results illustrated that persistent CI use might play a key role in developing vocal production
of Mandarin tones for those implanted children. Besides lexical tone-related aspects, previous studies also
supported the persistent use of CI devices for the music-related development of pediatric implantees (Yucel et
al., 2009;Chen et al., 2010;Mao et al., 2013). The effects of duration of use could be attributed to their maturity,
persistent training and learning, and increased experiences with time. ...
Acoustic Assessment of Tone Production of Prelingually-Deafened Mandarin-Speaking Children With Cochlear
Implants
Article
Full-text available

 Nov 2020

 Yitao Mao
 Hongsheng Chen
 Shumin Xie

 Li Xu

Objective: The purpose of the present study was to investigate Mandarin tone production performance of
prelingually deafened children with cochlear implants (CIs) using modified acoustic analyses and to evaluate
the relationship between demographic factors of those CI children and their tone production ability. Methods:
Two hundred seventy-eight prelingually deafened children with CIs and 173 age-matched normal-hearing (NH)
children participated in the study. Thirty-six monosyllabic Mandarin Chinese words were recorded from each
subject. The fundamental frequencies (F0) were extracted from the tone tokens. Two acoustic measures (i.e.,
differentiability and hit rate) were computed based on the F0 onset and offset values (i.e., the tone ellipses of
the two-dimensional [2D] method) or the F0 onset, midpoint, and offset values (i.e., the tone ellipsoids of the
3D method). The correlations between the acoustic measures as well as between the methods were
performed. The relationship between demographic factors and acoustic measures were also explored. Results:
The children with CIs showed significantly poorer performance in tone differentiability and hit rate than the NH
children. For both CI and NH groups, performance on the two acoustic measures was highly correlated with
each other (r values: 0.895-0.961). The performance between the two methods (i.e., 2D and 3D methods) was
also highly correlated (r values: 0.774-0.914). Age at implantation and duration of CI use showed a weak
correlation with the scores of acoustic measures under both methods. These two factors jointly accounted for
15.4-18.9% of the total variance of tone production performance. Conclusion: There were significant deficits in
tone production ability in most prelingually deafened children with CIs, even after prolonged use of the devices.
The strong correlation between the two methods suggested that the simpler, 2D method seemed to be efficient
in acoustic assessment for lexical tones in hearing-impaired children. Age at implantation and especially the
duration of CI use were significant, although weak, predictors for tone development in pediatric CI users.
Although a large part of tone production ability could not be attributed to these two factors, the results still
encourage early implantation and continual CI use for better lexical tone development in Mandarin-speaking
pediatric CI users.
View

... Taken together, these pediatric studies illustrate the potential of music training for improving CI-mediated
pitch discrimination. Moreover, these training programs can be completed in-person or at a child's home [109],
by themselves or with the help of a family member, with significant auditory perception improvement. ...
... Gains were persistent even 4 weeks after training was stopped -which suggests some form of perceptual
learning had occurred rather than simply procedural learning [112]. Another study [109] following nine newly
implanted children over the course of a 24-month music training program found that children involved in the
 music study performed better in differentiating melody, dynamics, rhythmic changes, musical emotion, and
pitch differences than the control group. These findings demonstrate benefit of an at-home structured music
training program with enhancing auditory processing after pediatric cochlear implantation. ...
... Children with CIs who have been exposed to musical activity demonstrate improvement with F0, intensity
discrimination, and auditory working memory with age (as opposed to CI users with no musical activity) [132].
Yucel et al [109]. implemented an at-home music training for newly implanted children over the course of 24
hours post-CI activation. ...
Music perception and training for pediatric cochlear implant users
Article

 Oct 2020
 EXPERT REV MED DEVIC

 Nicole T. Jiam
 Charles Limb

Introduction Cochlear implants (CIs) are biomedical devices that restore sound perception for people with
severe-to-profound sensorineural hearing loss. Most postlingually deafened CI users are able to achieve
excellent speech recognition in quiet environments. However, current CI sound processors remain limited in
their ability to deliver fine spectrotemporal information, making it difficult for CI users to perceive complex
sounds. Limited access to complex acoustic cues such as music, environmental sounds, lexical tones, and
voice emotion may have significant ramifications on quality of life, social development, and community
interactions. Areas covered The purpose of this review article is to summarize the literature on CIs and music
perception, with an emphasis on music training in pediatric CI recipients. The findings have implications on our
understanding of noninvasive, accessible methods for improving auditory processing and may help advance
our ability to improve sound quality and performance for implantees. Expert opinion Music training, particularly
in the pediatric population, may be able to continue to enhance auditory processing even after performance
plateaus. The effects of these training programs appear generalizable to non-trained musical tasks, speech
prosody and, emotion perception. Future studies should employ rigorous control groups involving a non-
musical acoustic intervention, standardized auditory stimuli, and the provision of feedback.
View

... Some studies have looked at the effect of musical training on auditory abilities in CI children (Abdi et al.,
2001;Chen et al., 2010;Cheng et al., 2018;Fu et al., 2015;Good et al., 2017;Rocca, 2012;Rochette & Bigand,
2009;Roman et al., 2016;R. Torppa et al., 2014;Yucel et al., 2009). Overall, they showed some improvements
in musical skills, frequency discrimination abilities, speech perception and emotional prosody perception. ...