Singing and Social Identity in Young Children

Papageorgi, Ioulia; Saunders, Jo; Himonides, Evangelos; Welch, Graham

doi:10.3389/fpsyg.2022.823229

Cited by 3 publications

(1 citation statement)

References 62 publications

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“…Research on the psychosocial benefits of music participation is limited (Crooke et al, 2016), and most is correlational. Many studies report that music-making promotes positive self-perceptions, including feelings of social inclusion (Adderley et al, 2003; Bartolome, 2013; Hogan & Winner, 2019; Papageorgi et al, 2022), self-esteem (Costa-Giomi, 2004; Devroop, 2012; Kokotsaki & Hallam, 2007; Rickard et al, 2013), agency (Stolp et al, 2022), and well-being (Osborne et al, 2016). A study by Degé et al (2014) reported that academic self-concept was significantly correlated with length of time in music lessons in 12- to 14-year-olds, even after controlling for IQ score and demographic variables (to counteract self-selection effects).…”

Section: Executive Functioningmentioning

confidence: 99%

Participation in intensive orchestral music training does not cause gains in executive functioning, self-perception, or attitudes toward school in young children.

Hogan¹,

Cordes²,

Holochwost³

et al. 2023

Psychology of Aesthetics, Creativity, and the Arts

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Research investigating effects of music instruction on executive functioning (EF) has yielded mixed results, relying only on a small and inadequate number of true randomized and controlled experiments (Degé & Frischen, 2022). We report here an experimental study of the effects of 2 years of school-based orchestral music training on young children’s EF, self-perception, and school-liking, all of which showed no effect. Children were randomly chosen either to participate in one of three intensive, high-dosage, El Sistema-inspired school-based orchestral music programs or to be part of a control group receiving standard, general music education (which normally does not include mastering a musical instrument) as part of their regular school day. Children were tested at baseline (end of kindergarten), after 1 year, and after 2 years (end of second grade) on four measures of EF, two measures of self-perception, and one measure of school-liking. All students were randomly assigned to the music group or a control group, and baseline differences between the groups were not statistically significant. Despite the intensity of the orchestral music program, no significant effects were found at any timepoint for any measures. We stress the importance of publishing null findings in light of psychology’s replication crisis, the common misrepresentation of correlational findings as causal, and the difficulties that exist in demonstrating far transfer effects. We conclude by cautioning against the justification of music education on the basis of extramusical outcomes, and instead suggest a focus on the intrinsic value of music education itself.

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Section: Executive Functioningmentioning

confidence: 99%

Participation in intensive orchestral music training does not cause gains in executive functioning, self-perception, or attitudes toward school in young children.

Hogan¹,

Cordes²,

Holochwost³

et al. 2023

Psychology of Aesthetics, Creativity, and the Arts

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Twin Data Support a Sensitive Period for Singing Ability

Yeom,

Haslam,

Tan

et al. 2024

Twin Res Hum Genet

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As with many other musical traits, the social environment is a key influence on the development of singing ability. While the familial singing environment is likely to be formative, its role relative to other environmental influences such as training is unclear. We used structural equation modeling to test relationships among demographic characteristics, familial environmental variables (early and current singing with family), vocal training, and singing ability in a large, previously documented sample of Australian twins (N = 1163). Notably, early singing with family, and to a lesser extent vocal training, predicted singing ability, whereas current singing with family did not. Early familial singing also mediated the relationship between sex and singing ability, with men who sang less with family during childhood showing poorer ability. Bivariate twin models between early familial singing and singing ability showed the phenotypic correlation was largely explained by shared environmental influences. This raises the possibility of a sensitive period for singing ability, with sociocultural expectations around singing potentially differentiating the developmental trajectories of this skill for men and women.

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Navigating Identities: The Musical Lives of Four Second-Generation Immigrant Children

Adorno

2024

Journal of Research in Music Education

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This collective case study explored the musical lives of second-generation immigrant children in Miami, Florida, USA, to gain greater insight into music’s role in the negotiation, construction, and expression of their “identities in music” and “music in identities.” Four children between the ages of 8 and 12 who had at least one parent born outside of the United States participated in the study. Data were collected through participant-created artifacts, observations, and semistructured interviews with the children and other key figures in their homes and communities. Findings suggest that the children explored and evaluated their musical identities through a continuous cycle of musical experiences and social comparisons and that formal, informal, and nonformal music experiences in school, at home, and with the media informed the children’s understandings and expressions of musical identities. Additionally, music allowed the children to explore the values, traditions, and expectations of particular social groups. Children’s musical experiences also served as a source for understanding, maintaining, and expressing their ethnic, gender, and youth identities.

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Singing and Social Identity in Young Children

Cited by 3 publications

References 62 publications

Participation in intensive orchestral music training does not cause gains in executive functioning, self-perception, or attitudes toward school in young children.

Participation in intensive orchestral music training does not cause gains in executive functioning, self-perception, or attitudes toward school in young children.

Twin Data Support a Sensitive Period for Singing Ability

Navigating Identities: The Musical Lives of Four Second-Generation Immigrant Children

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