A recent study has shown that certain genetic variations linked to a greater risk of rhythm difficulties are also related to an increased risk of dyslexia. Conversely, genetic variants that are associated with better musical rhythm abilities align with genes that contribute to superior performance in language and reading assessments, as well as more favorable educational outcomes in language-related subjects.
On November 21, a pivotal study published in the journal Nature Human Behaviour shed light on important genetic relationships connecting our language skills and musical rhythm abilities, offering fresh insights into the biology behind these essential human characteristics.
This research brought together top experts in the genetics of musicality and language from Vanderbilt University Medical Center, in partnership with researchers at the Max Planck Institute for Psycholinguistics in the Netherlands.
The findings showed shared genetic foundations between rhythm skills and language traits, including dyslexia. The researchers utilized multiple datasets involving over one million people. Through advanced multivariate analysis, they identified common genetic elements and examined their biological and evolutionary implications.
It was found that genetic variations linked to a higher likelihood of rhythm issues are also associated with an increased chance of dyslexia. In addition, variants that correspond with better musical rhythm abilities were found alongside genes associated with higher scores in language and reading evaluations, as well as improved educational achievements in foreign language courses.
By combining the vast statistical power of their dataset with innovative brain data integration, the research team gained new insights into how the genes influencing our rhythm and language abilities contribute to the brain’s neural circuits that support these skills. The results identified 16 genomic regions shared between rhythm and language, suggesting these areas likely contain genetic variants that regulate gene expression in different brain cell types.
Reyna Gordon, PhD, an associate professor of Otolaryngology-Head and Neck Surgery at VUMC and the senior author of the study, stated that the findings indicate a complex genetic and neurobiological framework that is shared by musical rhythm and the ability to learn and retain language.
“We were particularly fascinated by the genetic variants linked to both rhythm and language that were rich in oligodendrocytes, a type of brain cell crucial for maintaining vital connections between different brain regions,” Gordon noted.
Co-author Yasmina Mekki, PhD, a postdoctoral fellow at VUMC, analyzed a locus on chromosome 20 that was common to connections in the language network and rhythm. Overall, these discoveries emphasize connectivity as a significant neurobiological element influenced jointly by the many genetic factors underlying variations in rhythm and language among individuals.
The human brain is uniquely characterized by its strong connections between auditory and motor regions. These links are suggested to represent a co-evolved neurobiological foundation for language and musicality, which has been supported by previous research in the field. The results also highlight a potential evolutionary link through a specific variant related to both rhythm impairment and dyslexia occurring in the gene DLAT, which has been associated with rare neurodevelopmental disorders.
In summary, this study has revealed new genomic elements that are shared between rhythm and language traits in humans, illuminating their role in the development and functioning of the human brain. These insights pave the way for potentially exciting future clinical applications, such as identifying risk factors and tailoring treatments based on genetic predispositions to rhythm and language difficulties during childhood.
This research was made possible by grants from the National Institutes of Health (R01DC016977 and DP2HD098859) and involved collaboration with co-senior author Simon Fisher, DPhil, and first author Gokberk Alagoz, PhD candidate (both from the Max Planck Institute), along with contributions from colleagues at the Vanderbilt Genetics Institute. The analysis also utilized summary genomic data from 23andMe, Inc. pertaining to rhythm and dyslexia.
