Singing to Infants Matters: Early Singing Interactions Affect Musical Preferences and Facilitate Vocabulary Building

Autor/inn/en	Franco, Fabia; Suttora, Chiara; Spinelli, Maria; Kozar, Iryna; Fasolo, Mirco
Titel	Singing to Infants Matters: Early Singing Interactions Affect Musical Preferences and Facilitate Vocabulary Building
Quelle	In: Journal of Child Language, 49 (2021) 3, S.552-577 (26 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Franco, Fabia) ORCID (Suttora, Chiara) ORCID (Spinelli, Maria) ORCID (Fasolo, Mirco)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0009
DOI	10.1017/S0305000921000167
Schlagwörter	Singing; Parent Child Relationship; Music; Preferences; Predictor Variables; Child Language; Language Acquisition; Listening; Attention + Suchen Sie Ihr Suchwort? Gesang; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Musik; Prädiktor; 'Children''s language'; Kindersprache; Sprachaneignung; Spracherwerb; Hörvorgang; Zuhören; Aufmerksamkeit
Abstract	This research revealed that the frequency of reported parent-infant singing interactions predicted 6-month-old infants' performance in laboratory music experiments and mediated their language development in the second year. At 6 months, infants (n = 36) were tested using a preferential listening procedure assessing their sustained attention to instrumental and sung versions of the same novel tunes whilst the parents completed an ad-hoc questionnaire assessing home musical interactions with their infants. Language development was assessed with a follow-up when the infants were 14-month-old (n = 26). The main results showed that 6-month-olds preferred listening to sung rather than instrumental melodies, and that self-reported high levels of parental singing with their infants [i] were associated with less pronounced preference for the sung over the instrumental version of the tunes at 6 months, and [ii] predicted significant advantages on the language outcomes in the second year. The results are interpreted in relation to conceptions of developmental plasticity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01