Language, Music, and Brain

Over the last centuries, scientists have been trying to figure out how the brain is learning the language. By 1980, the study of brain-language relationships was based on the study of human brain damage. But since 1980, neuroscience methods have greatly improved. There is controversy about where music, composition, or the perception of language and music are in the brain, or whether each of the cerebral hemispheres plays a role in language and music processes and despite the many discoveries and findings, there is still no definite answer. From the very beginning, the child is able to hear the sounds. These sounds are initially raw and pointless and gradually begin with the child's interaction with the language learning environment. Language like music has powerful rhythm patterns. The syllable timing helps the listener to recognize a sound from another and to understand what the other says. The ability to recognize the difference in sounds helps babies to speak. Many studies have suggested that the processing and perceptual regions of music overlap with the areas involved in comprehension and linguistic comprehension. Furthermore, there is a positive relationship between the practice and skill in musical and cognitive abilities, such as language. Long-term reinforcement of this relationship creates new cognitive abilities other than music. Music stimulates many areas in the brain in addition to the cerebral cortex, which overlap with many linguistic processing areas, such as the left temporal region. The syntax of musical sentences is processed in the same regions where the syntax of linguistic sentences is processed.