Title |
Music and Early Language Acquisition
|
---|---|
Published in |
Frontiers in Psychology, January 2012
|
DOI | 10.3389/fpsyg.2012.00327 |
Pubmed ID | |
Authors |
Anthony Brandt, Molly Gebrian, L. Robert Slevc |
Abstract |
Language is typically viewed as fundamental to human intelligence. Music, while recognized as a human universal, is often treated as an ancillary ability - one dependent on or derivative of language. In contrast, we argue that it is more productive from a developmental perspective to describe spoken language as a special type of music. A review of existing studies presents a compelling case that musical hearing and ability is essential to language acquisition. In addition, we challenge the prevailing view that music cognition matures more slowly than language and is more difficult; instead, we argue that music learning matches the speed and effort of language acquisition. We conclude that music merits a central place in our understanding of human development. |
X Demographics
Geographical breakdown
Country | Count | As % |
---|---|---|
United States | 20 | 32% |
United Kingdom | 7 | 11% |
Australia | 2 | 3% |
Japan | 2 | 3% |
Canada | 1 | 2% |
Spain | 1 | 2% |
Netherlands | 1 | 2% |
Germany | 1 | 2% |
Italy | 1 | 2% |
Other | 3 | 5% |
Unknown | 23 | 37% |
Demographic breakdown
Type | Count | As % |
---|---|---|
Members of the public | 50 | 81% |
Scientists | 7 | 11% |
Practitioners (doctors, other healthcare professionals) | 4 | 6% |
Science communicators (journalists, bloggers, editors) | 1 | 2% |
Mendeley readers
Geographical breakdown
Country | Count | As % |
---|---|---|
United States | 6 | 1% |
Spain | 5 | <1% |
France | 3 | <1% |
Germany | 2 | <1% |
Netherlands | 2 | <1% |
Indonesia | 2 | <1% |
Japan | 2 | <1% |
Canada | 2 | <1% |
Mexico | 2 | <1% |
Other | 14 | 2% |
Unknown | 560 | 93% |
Demographic breakdown
Readers by professional status | Count | As % |
---|---|---|
Student > Master | 103 | 17% |
Student > Ph. D. Student | 87 | 14% |
Student > Bachelor | 84 | 14% |
Researcher | 53 | 9% |
Student > Doctoral Student | 28 | 5% |
Other | 126 | 21% |
Unknown | 119 | 20% |
Readers by discipline | Count | As % |
---|---|---|
Psychology | 145 | 24% |
Linguistics | 79 | 13% |
Arts and Humanities | 75 | 13% |
Social Sciences | 52 | 9% |
Neuroscience | 39 | 7% |
Other | 74 | 12% |
Unknown | 136 | 23% |