Absolute Pitch, Speech, and Tone Language: Some Experiments and a Proposed Framework

2004 ◽  
Vol 21 (3) ◽  
pp. 339-356 ◽  
Author(s):  
DIANA DEUTSCH ◽  
TREVOR HENTHORN ◽  
MARK DOLSON
Keyword(s):  
Critical Period ◽  
Native Speakers ◽  
Absolute Pitch ◽  
Speech Development ◽  
Stable Form ◽  
Lexical Tone ◽  
Critical Periods ◽  
Speech Acquisition ◽  
Tone Language ◽  
Long Duration

Absolute pitch is generally considered to reflect a rare musical endowment; however, its characteristics are puzzling and its genesis is unclear. We describe two experiments in which native speakers of tone languages——Mandarin and Vietnamese——were found to display a remarkably precise and stable form of absolute pitch in enunciating words. We further describe a third experiment in which speakers of English displayed less stability on an analogous task. Based on these findings, and considering the related literatures on critical periods in speech development, and the neurological underpinnings of lexical tone, we propose a framework for the genesis of absolute pitch. The framework assumes that absolute pitch originally evolved as a feature of speech, analogous to other features such as vowel quality, and that speakers of tone language naturally acquire this feature during the critical period for speech acquisition. We further propose that the acquisition of absolute pitch by rare individuals who speak an intonation language may be associated with a critical period of unusually long duration, so that it encompasses the age at which the child can take music lessons. We conclude that the potential to acquire absolute pitch is universally present at birth, and that it can be realized by enabling the infant to associate pitches with verbal labels during the critical period for speech acquisition.

The Puzzle of Absolute Pitch

2002 ◽  
Vol 11 (6) ◽  
pp. 200-204 ◽  
Author(s):  
Diana Deutsch
Keyword(s):  
Critical Period ◽  
Native Speakers ◽  
Native Language ◽  
Absolute Pitch ◽  
Vowel Quality ◽  
Tone Language ◽  
Precise Form ◽  
Music Lessons ◽  
Long Duration ◽  
Verbal Labels

Absolute pitch—the ability to name or produce a note of particular pitch in the absence of a reference note—is generally considered to be extremely rare. However, it has been found that native speakers of two different tone languages—Mandarin and Vietnamese—display a remarkably precise form of absolute pitch in enunciating words. Given these findings, it is proposed that absolute pitch may have evolved as a feature of speech, analogous to other features such as vowel quality. It is also conjectured that tone–language speakers generally acquire this feature during the 1st year of life, in the critical period when infants acquire other features of their native language. For speakers of nontone languages, the acquisition of absolute pitch by rare individuals may be associated with a critical period of unusually long duration, so that it extends to the age at which the child can begin taking music lessons. According to this line of reasoning, the potential for acquiring absolute pitch is universal at birth, and can be realized by giving the infant the opportunity to associate pitches with verbal labels during the 1st year or so of life.

How native is near-native? The issue of ultimate attainment in adult second language acquisition

1996 ◽  
Vol 12 (3) ◽  
pp. 233-265 ◽  
Author(s):  
Lydia White ◽  
Fred Genesee
Keyword(s):  
Second Language Acquisition ◽  
Critical Period ◽  
Native Speakers ◽  
Universal Grammar ◽  
Critical Periods ◽  
L2 Acquisition ◽  
Period Effects ◽  
Native Speakers Of English ◽  
And Performance ◽  
Native Group

A number of studies have reported that there is a negative correlation between age of L2 acquisition and performance on a variety of measures of L2 ability, and that individuals who begin learning an L2 after approximately 15 years of age fail to attain native-like levels of competence. These results have been interpreted as support both for the hypothesis that there is a critical period for L2 acquisition and for the hypothesis that there is a maturational decline in access to Universal Grammar (UG). We argue that extant results are not an adequate test of the critical periods hypothesis because they are based on the performance of learners who have not necessarily achieved native-like proficiency in the L2. In this study, we develop criteria to establish whether an L2 speaker has achieved native-like proficiency. We compare the performance of three groups (near-native speakers of English, non-native speakers and controls) on two tasks designed to tap aspects of UG which have been claimed to be subject to critical period effects. We found no significant differences between our near-native group and native speakers on either of the tasks. We conclude that native-like competence in an L2 is achievable, even by older L2 learners.

scholarly journals Combination of absolute pitch and tone language experience enhances lexical tone perception

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Akshay R. Maggu ◽  
Joseph C. Y. Lau ◽  
Mary M. Y. Waye ◽  
Patrick C. M. Wong
Keyword(s):  
Categorical Perception ◽  
Absolute Pitch ◽  
Common Mechanism ◽  
Lexical Tone ◽  
Language Experience ◽  
Tone Language ◽  
Frequency Following Response ◽  
Tone Perception ◽  
Response Measures

AbstractAbsolute pitch (AP), a unique ability to name or produce pitch without any reference, is known to be influenced by genetic and cultural factors. AP and tone language experience are both known to promote lexical tone perception. However, the effects of the combination of AP and tone language experience on lexical tone perception are currently not known. In the current study, using behavioral (Categorical Perception) and electrophysiological (Frequency Following Response) measures, we investigated the effect of the combination of AP and tone language experience on lexical tone perception. We found that the Cantonese speakers with AP outperformed the Cantonese speakers without AP on Categorical Perception and Frequency Following Responses of lexical tones, suggesting an additive effect due to the combination of AP and tone language experience. These findings suggest a role of basic sensory pre-attentive auditory processes towards pitch encoding in AP. Further, these findings imply a common mechanism underlying pitch encoding in AP and tone language perception.

The Mystery of Absolute Pitch

2019 ◽  
pp. 82-102
Author(s):  
Diana Deutsch
Keyword(s):  
United States ◽  
Critical Period ◽  
Genetic Factor ◽  
Musical Training ◽  
Absolute Pitch ◽  
The United States ◽  
Musical Note ◽  
Tone Language ◽  
Music Lessons ◽  
Brain Circuitry

Chapter 6. discusses absolute pitch (or “perfect pitch”)—the rare ability to name a musical note in the absence of a reference note. It is argued that acquiring absolute pitch requires exposure to certain environmental influences during a critical period early in life. This ability is associated with early musical training—and the earlier the onset of training the stronger the association. The author and her coworkers have found at music conservatories and universities in the United States and China that the earlier students had begun taking music lessons, the greater the probability that they possessed absolute pitch. We also found that the prevalence of absolute pitch is much higher among people who speak a tone language—in which the meaning of a word changes depending on the pitch or pitches in which it is spoken. It is therefore argued that when babies learn to speak a tone language, they automatically associate pitches with words, and so develop absolute pitch for the words they hear. Therefore when they begin taking music lessons, their brain circuitry for absolute pitch is already in place. Speakers of non-tone languages are therefore at a disadvantage compared with tone-language speakers for acquiring absolute pitch. Further work by the author and colleagues also point to a genetic factor in acquiring absolute pitch. Also discussed are the neurological correlates of absolute pitch, and its presence in some autistic savants, and in people who are blind. It also considers the decline of absolute pitch with aging, and distortions in absolute pitch judgment under certain medications.

scholarly journals Demand Response Coupled with Dynamic Thermal Rating for Increased Transformer Reserve and Lifetime

Energies ◽  
2021 ◽  
Vol 14 (5) ◽  
pp. 1378
Author(s):  
Ildar Daminov ◽  
Rémy Rigo-Mariani ◽  
Raphael Caire ◽  
Anton Prokhorov ◽  
Marie-Cécile Alvarez-Hérault
Keyword(s):  
Ambient Temperature ◽  
Demand Response ◽  
Thermal Model ◽  
Critical Period ◽  
Optimization Problem ◽  
Integrated Management ◽  
Critical Periods ◽  
Network Access ◽  
Maximal Amplitude ◽  
Demand Response Program

(1) Background: This paper proposes a strategy coupling Demand Response Program with Dynamic Thermal Rating to ensure a transformer reserve for the load connection. This solution is an alternative to expensive grid reinforcements. (2) Methods: The proposed methodology firstly considers the N-1 mode under strict assumptions on load and ambient temperature and then identifies critical periods of the year when transformer constraints are violated. For each critical period, the integrated management/sizing problem is solved in YALMIP to find the minimal Demand Response needed to ensure a load connection. However, due to the nonlinear thermal model of transformers, the optimization problem becomes intractable at long periods. To overcome this problem, a validated piece-wise linearization is applied here. (3) Results: It is possible to increase reserve margins significantly compared to conventional approaches. These high reserve margins could be achieved for relatively small Demand Response volumes. For instance, a reserve margin of 75% (of transformer nominal rating) can be ensured if only 1% of the annual energy is curtailed. Moreover, the maximal amplitude of Demand Response (in kW) should be activated only 2–3 h during a year. (4) Conclusions: Improvements for combining Demand Response with Dynamic Thermal Rating are suggested. Results could be used to develop consumer connection agreements with variable network access.

Critical periods for functional and anatomical compensation in lateral suprasylvian visual area following removal of visual cortex in cats

1984 ◽  
Vol 52 (5) ◽  
pp. 941-960 ◽  
Author(s):  
L. Tong ◽  
R. E. Kalil ◽  
P. D. Spear
Keyword(s):  
Visual Cortex ◽  
Critical Period ◽  
Ocular Dominance ◽  
Direction Selectivity ◽  
Visual Area ◽  
Critical Periods ◽  
Cortex Lesion ◽  
Thalamic Projections ◽  
Adult Cats ◽  
Visual Cortical

Previous experiments have found that neurons in the cat's lateral suprasylvian (LS) visual area of cortex show functional compensation following removal of visual cortical areas 17, 18, and 19 on the day of birth. Correspondingly, an enhanced retino-thalamic pathway to LS cortex develops in these cats. The present experiments investigated the critical periods for these changes. Unilateral lesions of areas 17, 18, and 19 were made in cats ranging in age from 1 day postnatal to 26 wk. When the cats were adult, single-cell recordings were made from LS cortex ipsilateral to the lesion. In addition, transneuronal autoradiographic methods were used to trace the retino-thalamic projections to LS cortex in many of the same animals. Following lesions in 18- and 26-wk-old cats, there is a marked reduction in direction-selective LS cortex cells and an increase in cells that respond best to stationary flashing stimuli. These results are similar to those following visual cortex lesions in adult cats. In contrast, the percentages of cells with these properties are normal following lesions made from 1 day to 12 wk of age. Thus the critical period for development of direction selectivity and greater responses to moving than to stationary flashing stimuli in LS cortex following a visual cortex lesion ends between 12 and 18 wk of age. Following lesions in 26-wk-old cats, there is a decrease in the percentage of cells that respond to the ipsilateral eye, which is similar to results following visual cortex lesions in adult cats. However, ocular dominance is normal following lesions made from 1 day to 18 wk of age. Thus the critical period for development of responses to the ipsilateral eye following a lesion ends between 18 and 26 wk of age. Following visual cortex lesions in 2-, 4-, or 8-wk-old cats, about 30% of the LS cortex cells display orientation selectivity to elongated slits of light. In contrast, few or no cells display this property in normal adult cats, cats with lesions made on the day of birth, or cats with lesions made at 12 wk of age or later. Thus an anomalous property develops for many LS cells, and the critical period for this property begins later (between 1 day and 2 wk) and ends earlier (between 8 and 12 wk) than those for other properties.(ABSTRACT TRUNCATED AT 400 WORDS)

scholarly journals The ex-illiterate brain: The critical period, cognitive reserve and HAROLD model

2009 ◽  
Vol 3 (3) ◽  
pp. 222-227 ◽  
Author(s):  
Maria Vania Silva Nunes ◽  
Alexandre Castro-Caldas ◽  
Dolores Del Rio ◽  
Fernado Maestú ◽  
Tomás Ortiz
Keyword(s):  
Recognition Test ◽  
Cognitive Skills ◽  
Critical Period ◽  
Cognitive Reserve ◽  
Brain Activity ◽  
High Educational Level ◽  
Critical Periods ◽  
Language Recognition ◽  
Regular Time ◽  
The Brain

Abstract The lifelong acquisition of cognitive skills shapes the biology of the brain. However, there are critical periods for the best use of the brain to process the acquired information. Objectives: To discuss the critical period of cognitive acquisition, the concept of cognitive reserve and the HAROLD (Hemispheric Asymmetry Reduction in Older adults) model. Methods: Seven women who learned how to read and to write after the age of 50 (ex-illiterates) and five women with 10 years of regular schooling (controls) were submitted to a language recognition test while brain activity was being recorded using magnetoencephalography. Spoken words were delivered binaurally via two plastic tubs terminating in ear inserts, and recordings were made with a whole head magnetometer consisting of 148 magnetometer coils. Results: Both groups performed similarly on the task of identifying target words. Analysis of the number of sources of activity in the left and right hemispheres revealed significant differences between the two groups, showing that ex-illiterate subjects exhibited less brain functional asymmetry during the language task. Conclusions: These results should be interpreted with caution because the groups were small. However, these findings reinforce the concept that poorly educated subjects tend to use the brain for information processing in a different way to subjects with a high educational level or who were schooled at the regular time. Finally, the recruiting of both hemispheres to tackle the language recognition test occurred to a greater degree in the ex-illiterate group where this can be interpreted as a sign of difficulty performing the task.

scholarly journals Learning the ““Special Note””: Evidence for a Critical Period for Absolute Pitch Acquisition

2003 ◽  
Vol 21 (1) ◽  
pp. 119-127 ◽  
Author(s):  
FRANK A. RUSSO ◽  
DEBORAH L. WINDELL ◽  
LOLA L. CUDDY
Keyword(s):  
Critical Period ◽  
Strong Support ◽  
Absolute Pitch ◽  
Identification Accuracy ◽  
Single Tone ◽  
The Third

Children (3––6 years old) and adults were trained for 6 weeks to identify a single tone, C5. Test sessions, held at the end of each week, had participants identify C5 within a set of seven alternative tones. By the third week of training, identification accuracy of children 5––6 years old surpassed the accuracies of children 3––4 years old and adults. Combined with an analysis of perceptual strategies, the data provide strong support for a critical period for absolute pitch acquisition. Received July 12, 2003, accepted August 1,2003

scholarly journals Distinct developmental profiles in typical speech acquisition

2012 ◽  
Vol 107 (10) ◽  
pp. 2885-2900 ◽  
Author(s):  
Jennell C. Vick ◽  
Thomas F. Campbell ◽  
Lawrence D. Shriberg ◽  
Jordan R. Green ◽  
Hervé Abdi ◽  
...  
Keyword(s):  
Speech Development ◽  
Developmental Pathways ◽  
Subgroup Discovery ◽  
Typically Developing ◽  
Speech Acquisition ◽  
Typically Developing Children ◽  
Lower Lip ◽  
Syllable Duration ◽  
High Level ◽  
Syllable Stress

Three- to five-year-old children produce speech that is characterized by a high level of variability within and across individuals. This variability, which is manifest in speech movements, acoustics, and overt behaviors, can be input to subgroup discovery methods to identify cohesive subgroups of speakers or to reveal distinct developmental pathways or profiles. This investigation characterized three distinct groups of typically developing children and provided normative benchmarks for speech development. These speech development profiles, identified among 63 typically developing preschool-aged speakers (ages 36–59 mo), were derived from the children's performance on multiple measures. These profiles were obtained by submitting to a k-means cluster analysis of 72 measures that composed three levels of speech analysis: behavioral (e.g., task accuracy, percentage of consonants correct), acoustic (e.g., syllable duration, syllable stress), and kinematic (e.g., variability of movements of the upper lip, lower lip, and jaw). Two of the discovered group profiles were distinguished by measures of variability but not by phonemic accuracy; the third group of children was characterized by their relatively low phonemic accuracy but not by an increase in measures of variability. Analyses revealed that of the original 72 measures, 8 key measures were sufficient to best distinguish the 3 profile groups.

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