Table 1.
Age | Task | Evidence for atypical rhythm? | ||
---|---|---|---|---|
Dyslexia | Colling, Noble, and Goswami (2017) | 9–10 years |
Beat perception Tapping task |
Yes |
Cutini, Szucs, Mead, Huss, and Goswami (2016) | 12 years | Neural entrainment to amplitude‐modulated noise | Yes (2 Hz) | |
Frey, François, Chobert, Besson, and Ziegler (2019) | 10 years | Neural processing of speech sounds in silence, noise, and envelope conditions | Yes | |
Goswami et al. (2002) | 11 years | Beat detection in amplitude‐modulated sounds | Yes | |
Goswami, Gerson, and Astruc (2010) | 7–13 years | Amplitude envelope onset (rise time) discrimination | Yes | |
Goswami, Huss, Mead, Fosker, and Verney (2013) | 8–14 years | Beat perception | Yes | |
Goswami et al. (2013) | 9 years | Syllable stress discrimination | Yes | |
Goswami et al. (2016) |
Discrimination of amplitude rise time Temporal modulations of nursery rhymes |
Yes
No but impaired acoustic learning during the experiment from low‐pass filtered targets |
||
Hämäläinen, Rupp, Soltész, Szücs, and Goswami (2012) | 19–29 years | Amplitude‐modulated white noise | Yes at 2 Hz | |
Huss, Verney, Fosker, Mead, and Goswami (2011) | 8–13 years | Amplitude envelope rise time perception | Yes | |
Lee, Sie, Chen, and Cheng (2015) | 9–12 years | Rhythmic imitation | Yes | |
Leong and Goswami (2014) | <40 years, mean: 22 years | Rhythmic detection to identify amplitude‐modulated nursery rhyme sentences | Yes | |
Leong, Hämäläinen, Soltész, and Goswami (2011) | 17–41 years | Amplitude envelope onset (rise time) perception and syllable stress detection | Yes | |
Lizarazu et al. (2015) | Children: 8–14 years; adults: 17–44 years | Auditory neural synchronization | Yes | |
Molinaro, Lizarazu, Lallier, Bourguignon, and Carreiras (2016) | Children: 8–14 years; adults: 22–37 years | Neural synchronization to spoken sentences (MEG) | Yes | |
Muneaux, Ziegler, Truc, Thomson, and Goswami (2004) | 11 years | Beat perception (slope) | Yes | |
Overy (2000) | 6–7 years |
Rhythm discrimination Tempo discrimination Meter reproduction |
Yes, especially in meter reproduction | |
Overy, Nicolson, Fawcett, and Clarke (2003) | 7–11 years | Tests of timing skills (rhythm copying, rhythm discrimination, song rhythm, tempo copying, tempo discrimination, song beat) | Yes | |
Pasquini, Corriveau, and Goswami (2007) | 19–27 years | Rise time perception and temporal order judgment | Yes | |
Persici et al. (2019) | 9–11 years | Tapping | Yes | |
Power, Colling, Mead, Barnes, and Goswami (2016) | 12–14 years | Neural entrainment to speech syllables | Yes | |
Soltész, Szűcs, Leong, White, and Goswami (2013) | Mean: 25.8 years | Neural entrainment to tones presented at 2 or 1.5 Hz | Yes | |
Surányi et al. (2009) | 8–9 years | Amplitude envelope rise time discrimination | Yes | |
Thomson, Fryer, Maltby, and Goswami (2006) | 18–31 years |
Basic auditory processing tasks (rise time, duration, and intensity discrimination) Tempo discrimination Tapping (unimanual and bimanual) |
Yes
No Yes but only in the inter‐tap‐interval variability |
|
Thomson and Goswami (2008) | 10 years |
Rhythmic discrimination Paced and unpaced finger tapping |
No Yes |
|
Wang, Huss, Hämäläinen, and Goswami (2012) | 9–10 years | Basic auditory processing tasks (rise time, duration, and intensity discrimination) | Yes | |
Zuk et al. (2017) | 18–36 years | Speech syllable discrimination | Yes | |
DLD | Bedoin et al. (2016) | 9–11 years | Rhythm discrimination | Yes |
Corriveau and Goswami (2009) | 7–11 years | Paced and unpaced tapping | Yes in the paced condition | |
Corriveau, Pasquini, and Goswami (2007) | 7–11 years | Amplitude envelope rise time and sound duration perception | Yes | |
Cumming, Wilson, Leong, Colling, and Goswami (2015) | 6–12 years |
Beat detection Tapping Speech/music task |
Yes, especially in tapping | |
Goswami et al. (2016) | 9 years |
Discrimination of amplitude rise time Temporal modulations of nursery rhymes |
Yes | |
Richards and Goswami (2015) | 8–12 years | Stress perception task | Yes | |
Richards and Goswami (2019) | 6–11 years | Stress pattern disruptions | Yes | |
Sabisch, Hahne, Glass, von Suchodoletz, and Friederici (2009) | 8–10 years | Syntactic processing with prosody disruptions | Yes | |
Sallat and Jentschke (2015) | 4–5 years | Rhythmic–melodic perception task | Yes | |
Vuolo, Goffman, and Zelaznik (2017) | 4–5 years | Tapping and bimanual clapping | Yes, but only in the bimanual clapping task | |
Weinert (1992) | 5–8 years | Rhythmic discrimination | Yes | |
Wells and Peppé (2003) | 8 years | Prosody perception | Yes | |
Zelaznik and Goffman (2010) | 6–8 years | Tapping and drawing to a metronome | Yes (but no in the timing skill in the manual domain) | |
Stuttering | Chang, Chow, Wieland, and McAuley (2016) | 6–11 years | Auditory rhythm discrimination task | Yes |
Falk, Müller, and Dalla Bella (2015) | 8–16 years | Finger tapping | Yes | |
Olander, Smith, and Zelaznik (2010) | 4–6 years | Metronome clapping | Yes | |
Toyomura, Fujii, and Kuriki (2011) | 18–55 years | Metronome‐timed speech | No (yes in the normal speech condition) | |
Wieland, McAuley, Dilley, and Chang (2015) | 6–11 years | Simple and complex rhythms discrimination | Yes | |
DCD | Puyjarinet, Bégel, Lopez, Dellacherie, and Dalla Bella (2017) |
Children: 6–12 years; adults: 19–50 years |
Duration and beat perception Tapping |
Yes |
Rosenblum and Regev (2013) | 7–12 years | Metronome synchronization | Yes | |
Trainor, Chang, Cairney, and Li (2018) | 6–7 years |
Auditory duration and rhythm discrimination Oddball ERP paradigm |
Yes | |
ADHD | Carrer (2015) | 6–14 years | Rhythmic discrimination | Yes |
Hove, Gravel, Spencer, and Valera (2017) | 20 years | Paced and unpaced finger tapping | Yes (in the standard task, not in the one with time shifts) | |
Puyjarinet et al. (2017) |
Children: 6–12 years; adults: 19–50 years |
Duration and beat perception Tapping |
Yes | |
Valera et al. (2010) | 10 years | Paced and unpaced tapping | Yes—greater within‐subject variability | |
Zelaznik et al. (2012) | 9 years | Spacebar press following a metronome | Yes |
Abbreviations: ADHD, attention deficit hyperactivity disorder; DCD, developmental coordination disorder; DLD, developmental language disorder.