PDF(Pubmed)
Abstract：
This study aims to investigate the development of pitch-matching, rhythmic entrainment, and socioemotional skills in children who received formal music instruction and other non-music based after school programs. Eighty-three children, averaging 6.81 years old at baseline, were enrolled in either a music, sports, or no after-school program and followed over four years. The music program involved formal and systematic instruction in music theory, instrumental technique, and performance. Most control participants had no music education; however, in some instances, participants received minimal music education at school or at church. Musical development was measured using a pitch-matching and drumming-based rhythmic entrainment task. Sharing behavior was measured using a variation of the dictator game, and empathy was assessed using three different assessments: the Index of Empathy for Children and Adolescence (trait empathy), the Reading the Mind in the Eyes Test (theory of mind), and a Fiction Emotion-Matching task (state empathy). Results revealed no time-related associations in pitch-matching ability; however, formal music instruction improved pitch-matching relative to controls. On the contrary, improvements in rhythmic entrainment were best explained by age-related changes rather than music instruction. This study also found limited support for a positive association between formal music instruction and socioemotional skills. That is, individuals with formal music instruction exhibited improved emotion-matching relative to those with sports training. In terms of general socioemotional development, children\'s trait-level affective empathy did not improve over time, while sharing, theory of mind, and state empathy did. Additionally, pitch-matching and rhythmic entrainment did not reliably predict any socioemotional measures, with associations being trivial to small. While formal music instruction benefitted pitch-matching ability and emotion-matching to an audiovisual stimulus, it was not a significant predictor of rhythmic entrainment or broader socioemotional development. These findings suggest that the transfer of music training may be most evident in near or similar domains.
摘要：
本研究旨在探讨音高匹配的发展，有节奏的夹带，以及接受正式音乐教学和其他非音乐课余课程的儿童的社会情感技能。83个孩子,基线时平均6.81岁，参加了音乐，体育,或者没有课后计划，并遵循了四年。音乐节目涉及音乐理论的正式和系统的指导，仪器技术，和性能。大多数对照参与者没有音乐教育;然而，在某些情况下,参与者在学校或教堂接受了最低限度的音乐教育。使用基于音高匹配和击鼓的节奏夹带任务来测量音乐发展。分享行为是使用独裁者游戏的变体来衡量的，使用三种不同的评估来评估移情：儿童和青少年移情指数(特质移情)，在眼睛中阅读心灵测试（心理理论），和小说情感匹配任务（状态移情）。结果表明，音高匹配能力没有与时间相关的关联；然而，正式的音乐教学相对于控件改进了音高匹配。相反,节奏夹带的改善最好通过与年龄相关的变化来解释，而不是音乐教学。这项研究还发现，对正式音乐教学与社会情感技能之间的积极关联的支持有限。也就是说,与接受运动训练的人相比，接受正式音乐指导的人表现出更好的情感匹配。就一般社会情感发展而言，儿童的特质层面的情感移情并没有随着时间的推移而改善，在分享的同时,心理理论，国家同情做到了。此外,音调匹配和有节奏的夹带并不能可靠地预测任何社会情绪指标，联想是微不足道的。虽然正式的音乐教学有利于音高匹配能力和情感匹配的视听刺激，它不是节律性夹带或更广泛的社会情绪发展的重要预测因子。这些发现表明，音乐训练的转移可能在附近或相似的领域中最为明显。
