The effect of temporal auditory processing skills and audiological findings on acoustic properties of speech sound in musicians

This research was conducted to examine the effects of music education on individuals' temporal auditory processing skills, acoustic voice production parameters, and audiological threshold levels in a multidimensional manner. The study is based on a comparative analysis between individuals receiving music education at different academic levels and individuals without music education. A total of 65 participants were included in the study: 20 first-year students (Music 1 Group) and 20 fourth-year students (Music 4 Group) from the Department of Music Education at Karabük University, Faculty of Fine Arts, as well as 25 individuals with no music education (Control Group). To assess temporal auditory processing skills, the Frequency Pattern Test (FPT), Duration Pattern Test (SPT), and Random Gap Detection Test (RATET) were administered to each participant. Additionally, participants' voice parameters were analyzed using Praat software (v6.3.15). Acoustic analysis included evaluations of fundamental frequency (F0), jitter, shimmer, harmonic-to-noise ratio (HNR), intensity, and formant frequencies (F1–F2). Pure-tone audiometry and high-frequency audiometry were performed to determine hearing thresholds, and otoacoustic emissions (DPOAE) were measured within the 1,000 to 8,000 Hz range. According to the findings, individuals who had received music education performed significantly better in both temporal auditory processing tests and acoustic voice parameters compared to the control group. The Music 4 Group showed the lowest threshold values in the RATET and the highest mean scores in the FPT and SPT. Acoustic analyses revealed lower jitter and shimmer rates, and higher HNR and intensity levels among musically trained individuals, indicating enhanced stability, resonance quality, and vocal control. Additionally, female participants demonstrated more consistent and stable performance in voice and auditory processing overall. Otoacoustic emission results, particularly in the Music 4 Group, showed a decrease in the 4,000–8,000 Hz frequency range, suggesting possible outer hair cell damage in the cochlea due to long-term music practice. In conclusion, music education emerges not only as an aesthetic experience but also as a strategic learning method with multidimensional effects on the neurophysiological, cognitive, and motor systems. These findings support the potential integration of music education into fields such as language development, voice therapy, speech disorders, and auditory rehabilitation.