长期的音乐教学部分与社会情感技能的发展有关
Jed Villanueva1, Beatriz Ilari2, Assal Habibi1
1Brain and Creativity Institute, Dornsife College of Letters Arts and Sciences, University of Southern California, Los Angeles, CA, United States of America.
PloS one
|July 18, 2024
概括
正式的音乐教学改善了儿童的音调匹配和情绪匹配技能. 然而,音乐教育并没有显著增强节奏的参与或更广泛的社会情感发展,这表明技能转移是特定于领域的.
科学领域:
- 认知心理学 认知心理学
- 发展心理学 发展心理学
- 音乐教育 音乐教育教育
背景情况:
- 正式的音乐教学对非音乐技能的影响也在争论中.
- 了解从音乐到社会情感领域的技能转移需要进行纵向调查.
- 以前的研究往往缺乏严格的控制或长期跟踪.
研究的目的:
- 研究正规音乐教学对儿童音调匹配,节奏参与和社会情感技能的纵向影响.
- 为了比较儿童在音乐,体育和控制课后活动中的成绩.
- 确定音乐培训的好处是特定于音乐领域,还是转移到社会情感能力.
主要方法:
- 在四年内对83名儿童 (平均年龄6.81) 进行了长度研究.
- 被分配给音乐,体育或没有课后活动的参与者.
- 通过调音匹配和节奏配合任务来评估音乐技能;通过分享行为,同情心和心理理论测试来评估社会情感技能.
主要成果:
- 与对照组相比,正式的音乐教学显著提高了音调匹配能力.
- 节奏带动的改进主要与年龄有关,与音乐教学无关.
- 音乐教学显示在情感匹配方面有好处,但对更广泛的社会情感技能 (如特征同理心或分享) 的影响有限.
结论:
- 正式的音乐教学增强了特定的音乐能力,如音调匹配和接近转移的技能,如情感匹配.
- 证据表明,从音乐培训中转移广泛的社会情感技能是有限的.
- 音乐教育中的技能转移在与之密切相关的领域显得最为明显.
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