@article{MTMT:34795630,
	title = {From psychophysiology to brain imaging: forty-five years MMN history of investigating acoustic change sensitivity},
	url = {https://m2.mtmt.hu/api/publication/34795630},
	author = {Csépe, Valéria and Honbolygó, Ferenc},
	doi = {10.1007/s42977-024-00216-4},
	journal-iso = {BIOL FUTURA},
	journal = {BIOLOGIA FUTURA},
	volume = {2024},
	unique-id = {34795630},
	issn = {2676-8615},
	abstract = {Forty-five years have passed since the first publication of the mismatch negativity (MMN) event-related brain potential (ERP) component. The first 10 years of research hardly gained any particular attention of the scientific community interested in acoustic perception. Debates on the nature of sensation versus perception were going on, and the technical possibilities to record ERPs, called in general evoked potentials, were very limited. Subtle changes in pure tone frequency or intensity giving rise to the MMN component were first investigated in humans. The background of the theoretical model developed by Risto Näätänen was the orientation reaction model of E.N. Sokolov published in 1963 so that the MMN was seen first as an electrophysiological correlate of auditory change detection. This fundamental ability of the auditory system seen as crucial for survival led to the development of the first animal model of the MMN (Csépe et al. in Clin Neurophysiol 66: 571–578, 1987). Indeed, it was confirmed that the MMN was the brain correlate of subtle changes detected that might alert to potential threats in the environment and direct the behavioral orientation. The investigations performed after 2000 introduced complex models and more sophisticated methods, both in animal and human studies, so that the MMN method was on the way to become a tool on the first place and not the main goal of research. This approach was further strengthened by the increasing number of studies on different clinical populations aiming at future applications. The aim of our review is to describe and redefine what the MMN may reflect in auditory perception and to show why and how this brain correlate of changes in the auditory scene can be used as a valuable tool in cognitive neuroscience research. We refer to publications selected to underly the argument the MMN cannot be classified anymore as a sign of simple change detection and not all the indicators used to confirm how genuine the MMN elicited by variations of tones are valid for those to  speech contrasts. We provide a fresh view on the broadly used MMN models, provided by some influential publications as well as on the unwritten history of MMN research aiming to give revised picture on what the MMN may truly reflect. We show how the focus and terminology of the MMN research have changed and what kind of misunderstandings and seemingly contradictive results prevent the MMN community to accept a generally usable cognitive model.},
	year = {2024},
	eissn = {2676-8607},
	orcid-numbers = {Csépe, Valéria/0000-0002-5021-6024; Honbolygó, Ferenc/0000-0002-5266-0188}
}

@article{MTMT:33016271,
	title = {Movement-Based Music in the Classroom: Investigating the Effects of Music Programs Incorporating Body Movement in Primary School Children},
	url = {https://m2.mtmt.hu/api/publication/33016271},
	author = {Lukács, Borbála and Asztalos, Kata and Maroti, Emese and Farnadi, Tamara and Deszpot, Gabriella and Sziranyi, Borbala and Nemes, Laszlo Norbert and Honbolygó, Ferenc},
	doi = {10.1037/aca0000496},
	journal-iso = {PSYCHOL AESTHET CREA},
	journal = {PSYCHOLOGY OF AESTHETICS CREATIVITY AND THE ARTS},
	unique-id = {33016271},
	issn = {1931-3896},
	abstract = {The present studies investigated the impacts of the different implementation of body movement into classroom-based comprehensive music programs on the development of music-related and nonmusical abilities in Hungarian primary school children. In Study 1, science-focused classes received Kodaly music lessons completed with teacher-directed movements or no movement activities. In Study 2, intensive music classes participated in Kodaly music lessons combined either with teacher-directed or improvised movement elements. From the beginning of schooling, participants were measured three times over 1.5 years for musical abilities, sensorimotor entrainment, phonemic awareness, rapid naming, reading, executive functions, and IQ. Results revealed distinct developmental trajectories for melody discrimination, phonemic awareness, and verbal IQ in the science classes; however, the classes' comparable performance at the first and last measurements indicated that their overall growth was similar. Moreover, performance of the intense music classes was comparable at the end of the second school year even though the class with the music curriculum using teacher-directed movements showed greater improvements in rapid naming of pictures and verbal IQ. These findings suggest that in the early school years, diverse movement-based music programs provided in classroom settings supported musical, sensorimotor entrainment, early literacy, and cognitive development similarly.},
	keywords = {body movement; cognitive development; classroom music lessons; musical abilities and entrainment; early literacy skills},
	year = {2024},
	eissn = {1931-390X},
	orcid-numbers = {Lukács, Borbála/0000-0002-2417-3032; Honbolygó, Ferenc/0000-0002-5266-0188}
}

@{MTMT:34106734,
	title = {A szenzomotoros szinkronizáció longitudinális kapcsolata az olvasással és a helyesírással},
	url = {https://m2.mtmt.hu/api/publication/34106734},
	author = {Kertész, Csaba and Honbolygó, Ferenc},
	booktitle = {Találkozás a változásban - Változások a találkozásban},
	unique-id = {34106734},
	year = {2023},
	pages = {92},
	orcid-numbers = {Honbolygó, Ferenc/0000-0002-5266-0188}
}

@article{MTMT:33631905,
	title = {First school year tapping predicts children's third-grade literacy skills},
	url = {https://m2.mtmt.hu/api/publication/33631905},
	author = {Kertész, Csaba and Honbolygó, Ferenc},
	doi = {10.1038/s41598-023-29367-5},
	journal-iso = {SCI REP},
	journal = {SCIENTIFIC REPORTS},
	volume = {13},
	unique-id = {33631905},
	issn = {2045-2322},
	abstract = {Rhythmic skills have been repeatedly found to relate to children’s early literacy skills. Using rhythmic tasks to predict language and reading performance seems a promising direction as they can be easily administered early as a screening test to identify at-risk children. In the present study, we measured Hungarian children’s (N = 37) general cognitive abilities (working memory, non-verbal reasoning and rapid automatized naming), language and literacy skills (vocabulary, word reading, phonological awareness and spelling) and finger tapping performance in a longitudinal design in the first and third grades. We applied metronome stimuli in three tempi (80, 120, 150 bpm) using a synchronization-continuation paradigm and also measured participants’ spontaneous motor tempo. While children’s synchronization asynchrony was lower in third than in the first grade, with the exception of the slow-tempo trials, tapping consistency and continuation tapping success showed no development in this period. First-year tapping consistency in the slow-tempo tasks was associated with third-year reading and spelling outcomes. Our results show that the relation between tapping performance and literacy skills persists throughout the third school year, making the sensorimotor synchronization task a potentially effective instrument for predicting literacy outcomes, and a useful tool for early screening of reading difficulties.},
	year = {2023},
	eissn = {2045-2322},
	orcid-numbers = {Honbolygó, Ferenc/0000-0002-5266-0188}
}

@article{MTMT:33588398,
	title = {Speech prosody supports speaker selection and auditory stream segregation in a multi-talker situation},
	url = {https://m2.mtmt.hu/api/publication/33588398},
	author = {Kovács, Petra and Tóth, Brigitta and Honbolygó, Ferenc and Szalárdy, Orsolya and Kohári, Anna and Mády, Katalin and Magyari, Lilla and Winkler, István},
	doi = {10.1016/j.brainres.2023.148246},
	journal-iso = {BRAIN RES},
	journal = {BRAIN RESEARCH},
	volume = {1805},
	unique-id = {33588398},
	issn = {0006-8993},
	year = {2023},
	eissn = {1872-6240},
	orcid-numbers = {Honbolygó, Ferenc/0000-0002-5266-0188; Szalárdy, Orsolya/0000-0001-9171-1147; Kohári, Anna/0000-0003-2500-0149; Winkler, István/0000-0002-3344-6151}
}

@article{MTMT:34132015,
	title = {Mismatch Negativity (MMN): Komponen Event-Related Potentials (ERP) sebagai Penanda Aktivitas Otomatis Otak dalam Mendeteksi Perubahan},
	url = {https://m2.mtmt.hu/api/publication/34132015},
	author = {Khakim, Zulfikri and Honbolygó, Ferenc},
	doi = {10.22146/buletinpsikologi.74437},
	journal-iso = {BULETIN PSIKOLOGI},
	journal = {BULETIN PSIKOLOGI},
	volume = {30},
	unique-id = {34132015},
	issn = {0854-7106},
	abstract = {Agar dapat berinteraksi secara efisien terhadap banyaknya informasi sensori, otak memiliki strategi heuristis yang dapat menyaring informasi sekaligus mengarahkan atensi ketika muncul informasi yang penting dan krusial. Penelitian tentang otak telah mengungkapkan salah satu penanda atas sistem tersebut, yang disebut sebagai Mismatch Negativity (MMN). MMN merupakan salah satu komponen dari Event-Related brain Potentials (ERP) yang diasosiasikan dengan penanda sistem pendeteksi perubahan dan pelanggaran tiba-tiba terhadap aturan abstrak dari stimulus suara, dan dapat digunakan sebagai indikator objektif mengenai akurasi diskriminasi suara, sensori memori, maupun proses praatensi. Komponen MMN muncul sebagai gelombang negatif yang terpicu oleh stimulus yang menyimpang dari keteraturan. Metode MMN telah banyak digunakan dalam berbagai bidang penelitian hingga konteks klinis. MMN juga merupakan metode yang sangat bermanfaat untuk menyelidiki mekanisme pemrosesan kognitif pada populasi yang memiliki kesulitan untuk mengikuti prosedur eksperimen, misalnya pada anak-anak, atau pasien klinis karena sifatnya yang otomatis dan tidak membutuhkan atensi. Artikel ini bertujuan untuk memberikan pengenalan mengenai konsep dan prinsip dasar dalam MMN, paradigma eksperimen, hingga contoh aplikasi, dan potensi penelitian yang dapat dilakukan menggunakan metode ini.},
	year = {2022},
	eissn = {2528-5858},
	pages = {161-186},
	orcid-numbers = {Honbolygó, Ferenc/0000-0002-5266-0188}
}

@misc{MTMT:33673589,
	title = {A Music Intervention For Children With Reading Disorders And Its Assessment Method},
	url = {https://m2.mtmt.hu/api/publication/33673589},
	author = {Zavogianni, Maria Ioanna and Kelić, Maja and Honbolygó, Ferenc},
	unique-id = {33673589},
	abstract = {Previous studies have shown that music trainings can enhance linguistic processes (e.g., categorical perception, phonological awareness) and cognitive abilities (e.g., working memory) in children with dyslexia or any other reading disorder. Our aim is to present a music training programme we have developed for children with dyslexia; we also wish to present the way we are assessing its efficacy. For this purpose, we have conducted a Randomized Control Trial (RCT, Clinical Trials ID: NCT05137353) study with open masking and parallel design. In the pre-training phase, we have recruited 10-year-old children with dyslexia and have conducted behavioral (i.e., 3DM-H, Differential Diagnosis of Dyslexia, Hungarian adaptation) and ERP (i.e., speech multifeature paradigm) measurements. In the training phase, we have applied our music training as the method of intervention. During the post-training phase, we have assessed the effectiveness of the training by conducting the same measurements with the pre-training phase. We are expecting that our training programme, which is based on the overlaps between speech and music as well as the concept of entrainment (i.e., phonological – motoric coordination through music), will reflect the importance of music transferring effects to cognitive functions of language such as reading. Results will be discussed in the light of past music training studies and acoustical and phonological processing in dyslexia. With this study, we will be able to underline the importance of using music interventions as remediation tool for reading difficulties. The present study is currently in progress.},
	keywords = {music-based intervention; EEG-ERPs; reading disorders; 3DM-H},
	year = {2022},
	orcid-numbers = {Honbolygó, Ferenc/0000-0002-5266-0188}
}

@misc{MTMT:33672257,
	title = {The development of a music intervention for children with dyslexia and its prospective assessment method},
	url = {https://m2.mtmt.hu/api/publication/33672257},
	author = {Zavogianni, Maria Ioanna and Kelić, Maja and Honbolygó, Ferenc},
	unique-id = {33672257},
	abstract = {Previous studies have shown that music trainings can enhance linguistic processes (e.g., categorical perception, phonological awareness) and cognitive abilities (e.g., working memory) in children with dyslexia or any other reading disorder. Our aim is to present a music training programme we have developed for children with dyslexia; in addition, we wish to present the way we will assess its efficacy. For this purpose, we are conducting a Randomized Control Trial (RCT) study. In the pre-training phase, we will recruit 10-year-old Hungarian children with dyslexia and will conduct behavioral (i.e., 3DM-H, Differential Diagnosis of Dyslexia, Hungarian adaptation) and ERP (i.e., speech multifeature paradigm) measurements. In the training phase, we will apply our music training as the method of intervention. During the post-training phase, we will assess the effectiveness of the training by conducting the same measurements with the pre-training phase. We are expecting that our training programme, which is based on the overlaps between speech and music as well as the concept of entrainment (i.e., phonological – motoric coordination through music), will reflect the importance of music transferring effects to cognitive functions of language such as reading. Results will be discussed in the light of the previous music training studies and acoustical and phonological processing in dyslexia. The present study is currently in progress.},
	keywords = {DEVELOPMENTAL DYSLEXIA; assessment method; music intervention},
	year = {2022},
	orcid-numbers = {Honbolygó, Ferenc/0000-0002-5266-0188}
}

@CONFERENCE{MTMT:33589444,
	title = {The role of speech prosody in stream segregation and selective attention in a multi-talker situation},
	url = {https://m2.mtmt.hu/api/publication/33589444},
	author = {Kovács, Petra and Tóth, Brigitta and Szalárdy, Orsolya and Honbolygó, Ferenc and Kohári, Anna and Mády, Katalin and Magyari, Lilla and Winkler, István},
	booktitle = {Speech in Noise Workshop 2022.01.20-21.},
	unique-id = {33589444},
	year = {2022},
	pages = {45},
	orcid-numbers = {Szalárdy, Orsolya/0000-0001-9171-1147; Honbolygó, Ferenc/0000-0002-5266-0188; Kohári, Anna/0000-0003-2500-0149; Winkler, István/0000-0002-3344-6151}
}

@inbook{MTMT:33283226,
	title = {A szóhangsúly idegrendszeri reprezentációja},
	url = {https://m2.mtmt.hu/api/publication/33283226},
	author = {Honbolygó, Ferenc},
	booktitle = {Általános nyelvészeti tanulmányok 34.},
	unique-id = {33283226},
	year = {2022},
	pages = {247-270},
	orcid-numbers = {Honbolygó, Ferenc/0000-0002-5266-0188}
}