Group music training and children's prosocial skills

PLoS ONE

Volumn 10, Issue 10, 2015, Pages

  Schellenberg, E Glenn ^a   Corrigall, Kathleen A ^a,b   Dys, Sebastian P ^a   Malti, Tina ^a  

^a UNIVERSITY OF TORONTO   (Canada)

^b MACEWAN UNIVERSITY   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

CHILD; CHILDHOOD; CONTROL GROUP; CONTROLLED STUDY; HUMAN; HUMAN EXPERIMENT; MUSIC; NORMAL HUMAN; SKILL; EMOTION; FEMALE; MALE; PHYSIOLOGY; SCHOOL; SOCIAL BEHAVIOR;

CHILD; EMOTIONS; FEMALE; HUMANS; MALE; MUSIC; SCHOOLS; SOCIAL BEHAVIOR;

EID: 84949676108     PISSN: None     EISSN: 19326203     Source Type: Journal    
DOI: 10.1371/journal.pone.0141449     Document Type: Article

References (68)

1. Blacking J. How musical is man? Seattle: University of Washington Press; 1973.
2. Mithen S. The singing Neanderthals: The origins of music, language, mind, and body. Cambridge MA: Harvard University Press; 2006.
3. Nettl B. The study of ethnomusicology: Twenty-nine issues and concepts. Urbana IL: University of Illinois Press; 1983.
4. Dunbar RIM. Bridging the bonding gap: The transition from primates to humans. Philos T Roy Soc B. 2012; 367: 1837-1846.
5. Dunbar RIM. On the evolutionary function of song and dance. In: Bannan N, Mithen S, editors. Music, language and human evolution. Oxford UK: Oxford University Press; 2012. pp. 201-214.
6. Huron D. Is music an evolutionary adaptation? Ann NY Acad Sci. 2001; 930: 43-61. PMID: 11458859
7. Tarr B, Launay J, Dunbar RIM. Music and social bonding: "Self-other" merging and neurohormonal mechanisms. Front Psychol. 2014; 5: 1096. doi: 10.3389/fpsyg.2014.01096 PMID: 25324805
8. Eisenberg N, Spinrad TL, Morris A. Empathy-related responding in children. In: Killen M, Smetana J, editors. Handbook of moral development. New York: Psychology Press; 2014. pp. 184-207.
9. Schellenberg EG, Weiss MW. Music and cognitive abilities. In: Deutsch D, editor. The psychology of music. 3rd ed. Amsterdam: Elsevier; 2013. pp. 499-550.
10. Corrigall KA, Schellenberg EG, Misura NM. Music training, cognition, and personality. Front Psychol. 2013; 4: 222. doi: 10.3389/fpsyg.2013.00222 PMID: 23641225
11. Schellenberg EG. Long-term positive associations between music lessons and IQ. J Educ Psychol. 2006; 98: 457-468.
12. Kaviani H, Mirbaha H, Pournaseh M, Sagan O. Can music lessons increase the performance of preschool children in IQ tests? Cogn Process. 2014; 15: 77-84. doi: 10.1007/s10339-013-0574-0 PMID: 23793255
13. Portowitz A, Lichtenstein O, Egorova L, Brand E. Underlying mechanisms linking music education and cognitive modifiability. Res Stud Music Educ. 2009; 31: 107-128.
14. Schellenberg EG. Music lessons enhance IQ. Psychol Sci. 2004; 15: 511-514. PMID: 15270994
15. Gibson C, Folley BS, Park S. Enhanced divergent thinking and creativity in musicians: A behavioral and near-infrared spectroscopy study. Brain Cognition. 2009; 69: 162-169. doi: 10.1016/j.bandc.2008. 07.009 PMID: 18723261
16. Hille K, Gust K, Bitz U, Kammer T. Associations between music education, intelligence, and spelling ability in elementary school. Adv Cognitive Psychol. 2011; 7: 1-6.
17. Schellenberg EG. Examining the association between music lessons and intelligence. Brit J Psychol. 2011; 102: 283-302. doi: 10.1111/j.2044-8295.2010.02000.x PMID: 21751987
18. Schellenberg EG, Mankarious M. Music training and emotion comprehension. Emotion. 2012; 12: 887-891. doi: 10.1037/a0027971 PMID: 22642351
19. Corrigall KA, Schellenberg EG. Predicting who takes music lessons: Parent and child characteristics. Front Psychol. 2015; 6: 282.
20. Costa-Giomi E. Effects of three years of piano instruction on children's academic achievement, school performance and self-esteem. Psychol Music. 2004; 32: 139-152.
21. Rickard NS, Bambrick CJ, Gill A. Absence of widespread psychosocial and cognitive effects of schoolbased music instruction in 10-13-year-old students. Int J Music Educ. 2012; 30: 57-78.
22. Welch GF, Himonides E, Saunders J, Papageorgi I, Sarazin M. Singing and social inclusion. Front Psychol, 2014; 5: 803. doi: 10.3389/fpsyg.2014.00803 PMID: 25120514
23. Rickard NS, Appelman P, James R, Murphy F, Gill A, Bambrick C. Orchestrating like skills: The effect of increased school-based music classes on children's social competence and self-esteem. Int J Music Educ. 2013; 31: 292-309.
24. Overy K. Making music in a group: synchronization and shared experience. Ann NY Acad Sci. 2012; 1252: 65-68. doi: 10.1111/j.1749-6632.2012.06530.x PMID: 22524341
25. Goldstein TR, Winner E. Enhancing empathy and theory of mind. J Cogn Dev. 2012; 13: 19-37.
26. Mason MJ, Chuang S. Culturally-based after-school arts programming for low-income urban children: Adaptive and preventive effects. J Primary Prev. 2001; 22: 45-54.
27. Polzella DJ, Forbis JS. Relationships between traditional music audience participation and pro-social behaviors. Empir Studies Arts. 2014: 32: 109-120.
28. Rabinowitch T-C, Cross I, Burnard P. Long-term musical group interaction has a positive influence on empathy in children. Psychol Music. 2013; 41: 484-498.
29. Kirschner S, Tomasello M. Joint music making promotes prosocial behavior in 4-year-old children. Evol Hum Behav. 2010; 31: 354-364.
30. Gerry D, Unrau A, Trainor LJ. Active music classes in infancy enhance musical, communicative and social development. Developmental Sci. 2012; 15: 398-407.
31. Ongley SF, Malti T. The role of moral emotions in the development of children's sharing behavior. Dev Psychol. 2014; 50: 1148-1159. doi: 10.1037/a0035191 PMID: 24294881
32. Dunn LM, Dunn DM. Peabody picture book vocabulary test. 4th ed. Toronto: Pearson; 2006.
33. Mehr SA, Schachner A, Katz RC, Spelke ES. Two randomized trials provide no consistent evidence for nonmusical cognitive benefits of brief preschool music enrichment. PLoS One. 2013; 8: e82007. doi: 10.1371/journal.pone.0082007 PMID: 24349171
34. Pons F, Lawson J, Harris PL, De Rosnay M. Individual differences in children's emotion understanding. Scand J Psychol. 2003; 44: 347-353.
35. Tenenbaum HR, Visscher P, Pons F, Harris PL. Emotional understanding in Quechua children from an agro-pastoralist village. Int J Behav Dev. 2004; 28: 471-478.
36. Conduct Problems Prevention Research Group. Fast track randomized controlled trial to prevent externalizing psychiatric disorders: Findings from grades 3 to 9. J Am Acad Child Adolesc Psychiatry. 2007; 46: 1250-1262 PMID: 17885566
37. Caprara GV, Kanacri BPL, Zuffianò A, Gerbino M, Partorelli C. Why and how to promote adolescents' prosocial behaviors: Direct, mediated and moderated effects of the CEPIDEA school-based program. J Youth Adolescence. Advance online publication. doi: 10.1007/s10964-015-0293-1
38. Pons F, Harris PL. Test of emotion comprehension. Oxford, UK: University of Oxford; 2000. 34.
39. Zhou Q, Valiente C, Eisenberg N. Empathy and its measurement. In: Lopez SJ, Snyder CR, editors. Positive psychological assessment: A handbook of models and measures. Washington: American Psychological Association; 2003. pp. 269-284.
40. Tremblay RE, Loeber R, Gagnon C, Charlebois P, Larivée S, LeBlanc M. Disruptive boys with stable and unstable high fighting behavior patterns during junior elementary school. J Abnorm Child Psych. 1991; 19: 285-300
41. Piaget J. Moral judgment of the child. London: Routledge and Kegan; 1932.
42. Rubin KH, Bukowski W, Laursen B, editors. Handbook of peer interactions, relationships, and groups. New York: Guilford; 2009.
43. Vygotsky L. Mind in society: The development of higher psychological processes. Cambridge MA: Harvard University Press; 1978.
44. Solomon D, Watson M, Delucchi K, Schaps E, Battistich V. Enhancing children's prosocial behavior in the classroom. Am Educ Res J. 1988; 25: 527-554.
45. Barry CM, Wentzel KR. Friend influence on prosocial behavior: The role of motivational factors and friendship characteristics. Dev Psychol. 2006; 42: 153-163. PMID: 16420125
46. Johnson DW, Johnson R. New developments in social interdependence theory. Genet Soc Gen Psych. 2005; 131: 285-358.
47. Solomon D, Battistich V, Watson M, Schaps E, Lewis C. A six-district study of educational change: Direct and mediated effects of the child development project. Soc Psychol Educ. 2000; 4: 3-51.
48. Kirschner S, Tomasello M. Joint drumming: Social context facilitates synchronization in preschool children. J Exp Child Psychol. 2009; 102: 299-314. doi: 10.1016/j.jecp.2008.07.005 PMID: 18789454
49. Leclère C, Viaux S, Avril M, Achard C, Chetouani M, Missonnier S, Cohen D. Why synchrony matters during mother-child interactions: A systematic review. PLoS ONE. 2014; 9: e113571. doi: 10.1371/journal.pone.0113571 PMID: 25469637
50. Anshel A, Kippler D. The influence of group singing on trust and cooperation. J Music Ther. 1988; 25: 145-155.
51. Cirelli LK, Einarson KM, Trainor LJ. Interpersonal synchrony increases prosocial behavior in infants. Developmental Sci. 2014; 17: 1003-1011.
52. Hove MJ, Risen JL. It's all in the timing: Interpersonal synchrony increases affiliation. Soc Cognition. 2009; 27: 949-960.
53. Judd M, Pooley JA. The psychological benefits of participating in group singing for members of the general public. Psychol Music. 2014; 42: 269-283.
54. Valdesolo P, Ouyang J, DeSteno D. The rhythm of joint action: Synchrony promotes cooperative ability. J Exp Soc Psychol. 2010; 46: 693-695.
55. Wiltermuth SS, Heath C. Synchrony and cooperation. Psychol Sci. 2009; 20: 1-5. doi: 10.1111/j.1467- 9280.2008.02253.x PMID: 19152536
56. Sullivan P, Rickers K. The effect of behavioral synchrony in groups of teammates and strangers. Int J Sport Exercise Psychol. 2013; 11: 286-291.
57. Sullivan PJ, Rickers K, Gammage KL. The effect of different phases of synchrony on pain threshold. Group Dyn-Theor Res. 2014; 18: 122-128.
58. Depue RA, Morrone-Strupinsky JV. A neurobehavioral model of affiliative bonding: Implications for conceptualizing a human trait of affiliation. Behav Brain Sci. 2005; 28: 313-395. PMID: 16209725
59. Dunbar RIM. The social role of touch in humans and primates: Behavioural function and neurobiological mechanisms. Neurosci Biobehav R. 2010; 4: 260-268.
60. Feldman R. Parent-infant synchrony and the construction of shared timing; physiological precursors, developmental outcomes, and risk conditions. J Child Psychol Psyc. 2007; 48: 329-354.
61. Decety J, Jackson PL. A social-neuroscience perspective on empathy. Curr Dir Psychol Sci. 2006; 12: 406-411.
62. Codrons E, Bernardi NF, Vandoni M, Bernardi L. Spontaneous group synchronization of movements and respiratory rhythms. PLoS ONE. 2014; 9: e107538. doi: 10.1371/journal.pone.0107538 PMID: 25216280
63. Overy K, Molnar-Szakacs I. Being together in time: Musical experience and the mirror neuron system. Music Percept. 2009; 26: 489-504.
64. Carpendale J, Lewis C. How children develop social understanding. Oxford UK: Blackwell; 2006.
65. Lagattuta KH, Thompson RA. The development of self-conscious emotions: Cognitive processes and social influences. In Tracy JL, Robins RW, Tangney J P, editors. The self-conscious emotions: Theory and research. New York: Guilford; 2007. pp. 91-113.
66. Malti T, Ongley SF. The development of moral emotions and moral reasoning. In Killen M, Smetana J, editors. Handbook of moral development. New York: Psychology Press; 2014. pp. 163-183.
67. Eisenberg N, Fabes RA, Miller PA, Fultz J, Shell R, Mathy RM, Reno RR. Relation of sympathy and personal distress to prosocial behavior: A multimethod study. J Pers Soc Psychol. 1989; 57: 55-66. PMID: 2754604
68. van Noorden TRJ, Haselager GJT, Cillessen AHN, Bukowski WM. Empathy and involvement in bullying in children and adolescents: A systematic review. J Youth Adolescence. 2015; 44: 637-657.