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The effects of epilepsy and its treatments on affect and emotion
Published in Howard J. Rosen, Robert W. Levenson, Neurocase, 2020
John D. Hixson, Heidi E. Kirsch
Along with facial expression, prosody is an important modality of emotional recognition. Prosody encompasses the acoustic features of speech that convey linguistic and affective content, and emotional prosody includes elements that signal the speaker’s mood to the listener. Compared to studies of facial recognition, research on the identification of emotional prosody by people with epilepsy is lacking. However, in one study, Cohen, Prather Town, and Hynd (1990) tested prosody perception in 12 children with right TLE and 11 children with left TLE. The authors found that children with right TLE did worse on the experimental tasks than did controls, although there was no statistical difference between right and left TLE groups.
Music Therapy as Specific and Complementary Training in the Early Rehabilitation of Adult Cochlear Implant Users: Insights from the “Heidelberg Model”
Published in Stavros Hatzopoulos, Andrea Ciorba, Mark Krumm, Advances in Audiology and Hearing Science, 2020
Heike Argstatter, Elisabeth Hutter
A promising, interactive music-based approach was designed as “musical ear training program” (Petersen et al., 2012). Participants committed themselves to a 1-h weekly music-training solo sessions and home practice for a period of 6 months. The music-training sessions were led by a professional music teacher, while for home practice the participants used a computer-based application. The main elements of the training were perception and discrimination of pitch, rhythm, and timbre through singing, playing, and listening exercises. Results confirmed improved music perception and earlier onset of emotional prosody recognition.
Introduction to brain injury and consequences during childhood and adolescence
Published in Tamara Ownsworth, Self-Identity after Brain Injury, 2014
Numerous studies have found that children with TBI display social information processing deficits, reduced social competence and poorer socio-emotional outcomes (Dennis et al., 2013; Snodgrass & Knott, 2006). Impaired executive control has been proposed to contribute to poorer social functioning through related impairments in communication and social problem-solving (Levin, Hanten & Li, 2009). Children with TBI have also been found to demonstrate impaired emotional prosody and facial emotion recognition (Schmidt, Hanten, Li, Orsten & Levin, 2010) and use fewer positive or assertive strategies in social problem-solving situations (Ganesalingam, Yeates, Sanson & Anderson, 2007; Warschausky, Cohen, Parker, Levendosky & Okun, 1997). Together, these impairments in the ability to ‘read people’ and use effective strategies during social interaction may underlie various maladaptive behaviours that arise from TBI. In turn, the experience of peer rejection and social isolation is likely to contribute to a further decline in or disruption to social skill development.
Developments in treating the nonmotor symptoms of stroke
Published in Expert Review of Neurotherapeutics, 2020
Impairments in expression or recognition of emotion through variations in tone, rate, rhythm, and loudness of voice (prosody) are even more frequent (about 21%) than hemispatial neglect (about 18%) after right hemisphere stroke [63], although the prevalence varies widely, depending on how these deficits are identified and the age of the population. The spectrum of deficits in emotional communication is often underestimated and under-recognized. While some of these disturbances are specific to negative emotions (e.g. fear and disgust) after right temporal-insular stroke [64] or amygdala stroke [65], they usually affect recognition and/or expression of all emotions. There have been very few trials of treatment to improve prosody comprehension or production, but one trial showed promise of behavioral treatment to improve the production of emotional prosody [66]. A recent study indicated that impaired emotional prosody expression and recognition (aprosodia) can be caused by impairment in knowing how an emotion (e.g. sad) ‘should’ sound. Right hemisphere stroke patients with this deficit often improved by cues to reestablish this abstract knowledge (e.g. sad: low-pitched, quiet, slow, monotone) [67]. These behavioral treatments require further investigation, and might be augmented by tDCS.
Treatment of social cognition impairments in patients with traumatic brain injury: a critical review
Published in Brain Injury, 2019
Claire Vallat-Azouvi, Philippe Azouvi, Gaelle Le-Bornec, Eric Brunet-Gouet
Emotional prosody can represent another specific target for intervention. McDonald et al. (32) examined, in a RCT, the efficacy of a short (6 hours) treatment focusing on recognition of emotional prosody in patients with acquired brain injury, mostly TBI. Treatment was based on repetition, progressive and errorless learning of discrimination of prosodic patterns associated with emotion, and imitation. A total of 20 patients were included. Unfortunately, there was no significant treatment effect at the group level, although individual analyses showed improvements on objective measures of prosody recognition for half of the participants (without generalization to relatives’ reports of everyday communicative ability). The reason for this differential effect of treatment effectiveness remains unknown.
Music perception and training for pediatric cochlear implant users
Published in Expert Review of Medical Devices, 2020
There is some evidence that emotion recognition skills may be improved with music training. As mentioned earlier, music training has been shown to improve prosody-related cues such as melodic contour [111], pitch perception [104], phonological awareness [148], vowel duration, speech segmentation in CI users [149]. One may expect that enhanced perception of prosodic-related cues would translate to improved performance with vocal emotional identification [150,151]. However, there are few pediatric CI studies that directly evaluate the benefits of music training on voice emotion recognition. In a study involving 18 children with CIs that were assigned to 6 months of music training or art training, children who received music training demonstrated improved performance in emotional speech prosody [113]. There were no significant improvements in the visual art training. On the other hand, a pseudorandomized, longitudinal study involving 14 children with bilateral CIs demonstrated no benefits in emotional prosody after a 12-week music training program [114]. Petersen et al [152] conducted a 6-month music training program on adult CI users and did not find a discernible difference with emotional prosody recognition between the music training and control group. It is important to note that this study was conducted on newly implanted adults, and improvements observed in both groups may be attributed to initial gains within the first 3–6 months of CI usage [153]. Given the paucity of literature, more investigation in this field of work is warranted before definitive conclusions could be drawn on the generalizability of music training on voice emotion.