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active" id="all"><div class="profile--tab_heading_container js-section-heading" data-section="most recent first" id="most recent first"><h3 class="profile--tab_heading_container">most recent first by Sandra Trehub</h3></div><div class="js-work-strip profile--work_container" data-work-id="46943731"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/46943731/CROSS_CULTURAL_WORK_I_N_MUSIC_COGNITION_CHALLENGES_INSIGHTS_AND_RECOMMENDATIONS_Cross_Cultural_Work_in_Music_Cognition_185"><img alt="Research paper thumbnail of CROSS-CULTURAL WORK I N MUSIC COGNITION: CHALLENGES, INSIGHTS, AND RECOMMENDATIONS Cross-Cultural Work in Music Cognition 185" class="work-thumbnail" src="https://attachments.academia-assets.com/66300860/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/46943731/CROSS_CULTURAL_WORK_I_N_MUSIC_COGNITION_CHALLENGES_INSIGHTS_AND_RECOMMENDATIONS_Cross_Cultural_Work_in_Music_Cognition_185">CROSS-CULTURAL WORK I N MUSIC COGNITION: CHALLENGES, INSIGHTS, AND RECOMMENDATIONS Cross-Cultural Work in Music Cognition 185</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://utoronto.academia.edu/SandraTrehub">Sandra Trehub</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/LaurelTrainor">Laurel Trainor</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://ucsd.academia.edu/JohnIversen">John Iversen</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://aesthetics-mpg.academia.edu/LaraPearson">Lara Pearson</a></span></div><div class="wp-workCard_item"><span>Music Perception</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">MANY FOUNDATIONAL QUESTIONS IN THE psychology of music require cross-cultural approaches, yet the...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">MANY FOUNDATIONAL QUESTIONS IN THE psychology of music require cross-cultural approaches, yet the vast majority of work in the field to date has been conducted with Western participants and Western music. For cross-cultural research to thrive, it will require collaboration between people from different disciplinary backgrounds, as well as strategies for overcoming differences in assumptions, methods, and terminology. This position paper surveys the current state of the field and offers a number of concrete recommendations focused on issues involving ethics, empirical methods, and definitions of ''music'' and ''culture.''</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="5828fbc989799e38d2b51f2d7a1f8c16" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":66300860,"asset_id":46943731,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/66300860/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="46943731"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="46943731"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 46943731; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=46943731]").text(description); $(".js-view-count[data-work-id=46943731]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 46943731; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='46943731']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "5828fbc989799e38d2b51f2d7a1f8c16" } } $('.js-work-strip[data-work-id=46943731]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":46943731,"title":"CROSS-CULTURAL WORK I N MUSIC COGNITION: CHALLENGES, INSIGHTS, AND RECOMMENDATIONS Cross-Cultural Work in Music Cognition 185","translated_title":"","metadata":{"doi":"10.1525/MP.2020.37.3.185","abstract":"MANY FOUNDATIONAL QUESTIONS IN THE psychology of music require cross-cultural approaches, yet the vast majority of work in the field to date has been conducted with Western participants and Western music. 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Addressing these concerns, we report on a large-scale, multisite study aimed at (a) assessing the overall replicability<br />of a single theoretically important phenomenon and (b) examining methodological, cultural, and developmental moderators. We focus on infants’ preference for infant-directed speech (IDS) over adult-directed speech (ADS). Stimuli of mothers speaking to their infants and to an adult in North American English were created using seminaturalistic<br />laboratory-based audio recordings. Infants’ relative preference for IDS and ADS was assessed across 67 laboratories in North America, Europe, Australia, and Asia using the three common methods for measuring infants’ discrimination (head-turn preference, central fixation, and eye tracking). The overall meta-analytic effect size (Cohen’s d) was 0.35,<br />95% confidence interval = [0.29, 0.42], which was reliably above zero but smaller than the meta-analytic mean computed from previous literature (0.67). The IDS preference was significantly stronger in older children, in those children for whom the stimuli matched their native language and dialect, and in data from labs using the head-turn preference<br />procedure. Together, these findings replicate the IDS preference but suggest that its magnitude is modulated by development, native-language experience, and testing procedure.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4014a2374ee23eacd7f6e6f08cf45dfb" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":66300504,"asset_id":46942682,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/66300504/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="46942682"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="46942682"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 46942682; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="46942534"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/46942534/Effects_of_Maternal_Singing_Style_on_Mother_Infant_Arousal_and_Behavior"><img alt="Research paper thumbnail of Effects of Maternal Singing Style on Mother-Infant Arousal and Behavior" class="work-thumbnail" src="https://attachments.academia-assets.com/66300444/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/46942534/Effects_of_Maternal_Singing_Style_on_Mother_Infant_Arousal_and_Behavior">Effects of Maternal Singing Style on Mother-Infant Arousal and Behavior</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://utoronto.academia.edu/SandraTrehub">Sandra Trehub</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://utoronto.academia.edu/LauraCirelli">Laura Cirelli</a></span></div><div class="wp-workCard_item"><span>Journal of Cognitive Neuroscience</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">■ Mothers around the world sing to infants, presumably to regulate their mood and arousal. Lullab...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">■ Mothers around the world sing to infants, presumably to regulate their mood and arousal. Lullabies and playsongs differ stylistically and have distinctive goals. Mothers sing lullabies to soothe and calm infants and playsongs to engage and excite infants. In this study, mothers repeatedly sang Twinkle, Twinkle, Little Star to their infants (n = 30 dyads), alternating between soothing and playful renditions. Infant attention and mother-infant arousal (i.e., skin conductivity) were recorded continuously. During soothing renditions, mother and infant arousal decreased below initial levels as the singing progressed. During playful renditions, maternal and infant arousal remained stable. Moreover, infants exhibited greater attention to mother during playful renditions than during soothing renditions. Mothers' playful renditions were faster , higher in pitch, louder, and characterized by greater pulse clarity than their soothing renditions. Mothers also produced more energetic rhythmic movements during their playful renditions. These findings highlight the contrastive nature and consequences of lullabies and playsongs. ■</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="3b0d2be86540c7fa85de2fa7a7ac62aa" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":66300444,"asset_id":46942534,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/66300444/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="46942534"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="46942534"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 46942534; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=46942534]").text(description); $(".js-view-count[data-work-id=46942534]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 46942534; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='46942534']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "3b0d2be86540c7fa85de2fa7a7ac62aa" } } $('.js-work-strip[data-work-id=46942534]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":46942534,"title":"Effects of Maternal Singing Style on Mother-Infant Arousal and Behavior","translated_title":"","metadata":{"doi":"10.1162/jocn_a_01402","abstract":"■ Mothers around the world sing to infants, presumably to regulate their mood and arousal. 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These findings highlight the contrastive nature and consequences of lullabies and playsongs. ■","publication_date":{"day":null,"month":null,"year":2020,"errors":{}},"publication_name":"Journal of Cognitive Neuroscience"},"translated_abstract":"■ Mothers around the world sing to infants, presumably to regulate their mood and arousal. Lullabies and playsongs differ stylistically and have distinctive goals. Mothers sing lullabies to soothe and calm infants and playsongs to engage and excite infants. In this study, mothers repeatedly sang Twinkle, Twinkle, Little Star to their infants (n = 30 dyads), alternating between soothing and playful renditions. Infant attention and mother-infant arousal (i.e., skin conductivity) were recorded continuously. During soothing renditions, mother and infant arousal decreased below initial levels as the singing progressed. During playful renditions, maternal and infant arousal remained stable. Moreover, infants exhibited greater attention to mother during playful renditions than during soothing renditions. Mothers' playful renditions were faster , higher in pitch, louder, and characterized by greater pulse clarity than their soothing renditions. Mothers also produced more energetic rhythmic movements during their playful renditions. These findings highlight the contrastive nature and consequences of lullabies and playsongs. ■","internal_url":"https://www.academia.edu/46942534/Effects_of_Maternal_Singing_Style_on_Mother_Infant_Arousal_and_Behavior","translated_internal_url":"","created_at":"2021-04-19T06:02:20.879-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":3873217,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":36452778,"work_id":46942534,"tagging_user_id":3873217,"tagged_user_id":13570196,"co_author_invite_id":null,"email":"l***i@gmail.com","affiliation":"University of Toronto","display_order":1,"name":"Laura Cirelli","title":"Effects of Maternal Singing Style on Mother-Infant Arousal and Behavior"}],"downloadable_attachments":[{"id":66300444,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/66300444/thumbnails/1.jpg","file_name":"CirelliJurewiczTrehubJoCN2020.pdf","download_url":"https://www.academia.edu/attachments/66300444/download_file","bulk_download_file_name":"Effects_of_Maternal_Singing_Style_on_Mot.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/66300444/CirelliJurewiczTrehubJoCN2020-libre.pdf?1618837874=\u0026response-content-disposition=attachment%3B+filename%3DEffects_of_Maternal_Singing_Style_on_Mot.pdf\u0026Expires=1738804730\u0026Signature=KR76-FqyaKFdDtNEdeiCsfvbrT80NfWIMJ384thMDJ~0czJ1SYIpM4ghp0E4RJV6ogczALltm2UE90VDVZJMqapHtLEcy6L~P0OsBG0MMrlBHmbzV59bBzMRdNuTd5xVWGv7YnhFTr98QjILTZRT2wD5-jWtpjwsILIdXbm8x00jb9Ud8ZeOraWrCPa2TJ87PXV0hukhEyPjXaJcsHYG27tjsNnqhyoHVcTuQ1haAs1XWBNVR6hDU82l4Ta6WPDtuWcDvlyVqZBRrpRcgGfG796EktImK3PfAllC3WbpnOgBdcs69tXav~oluY4EQztwtEIp3jJyfSnCOCXRZJ6oLA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Effects_of_Maternal_Singing_Style_on_Mother_Infant_Arousal_and_Behavior","translated_slug":"","page_count":8,"language":"en","content_type":"Work","summary":"■ Mothers around the world sing to infants, presumably to regulate their mood and arousal. Lullabies and playsongs differ stylistically and have distinctive goals. Mothers sing lullabies to soothe and calm infants and playsongs to engage and excite infants. In this study, mothers repeatedly sang Twinkle, Twinkle, Little Star to their infants (n = 30 dyads), alternating between soothing and playful renditions. Infant attention and mother-infant arousal (i.e., skin conductivity) were recorded continuously. During soothing renditions, mother and infant arousal decreased below initial levels as the singing progressed. During playful renditions, maternal and infant arousal remained stable. Moreover, infants exhibited greater attention to mother during playful renditions than during soothing renditions. Mothers' playful renditions were faster , higher in pitch, louder, and characterized by greater pulse clarity than their soothing renditions. Mothers also produced more energetic rhythmic movements during their playful renditions. 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Here we examined the relative efficacy of parents' speech and singing (familiar and unfamiliar songs) in alleviating the distress of 8-and 10-month-old infants (n ϭ 68 per age group). Parent-infant dyads participated in 3 trials of the Still Face procedure, featuring a 2-min Play Phase, a Still Face phase (parents immobile and unresponsive for 1 min or until infants became visibly distressed), and a 2-min Reunion Phase in which caregivers attempted to reverse infant distress by (a) singing a highly familiar song, (b) singing an unfamiliar song, or (c) expressive talking (order counterbalanced across dyads). In the Reunion Phase, talking led to increased negative affect in both age groups, in contrast to singing familiar or unfamiliar songs, which increased infant attention to parent and decreased negative affect. The favorable consequences were greatest for familiar songs, which also generated increased smiling. Skin conductance recorded from a subset of infants (n ϭ 36 younger, 41 older infants) revealed that arousal levels were highest for the talking reunion, lowest for unfamiliar songs, and intermediate for familiar songs. The arousal effects, considered in conjunction with the behavioral effects, confirm that songs are more effective than speech at mitigating infant distress. We suggest, moreover, that familiar songs generate higher infant arousal than unfamiliar songs because they evoke excitement, reflected in modestly elevated arousal as well as pleasure, in contrast to more subdued responses to unfamiliar songs.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="447af24b4443a46474dff02b321f8405" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":66300398,"asset_id":46942276,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/66300398/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="46942276"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="46942276"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 46942276; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=46942276]").text(description); $(".js-view-count[data-work-id=46942276]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 46942276; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='46942276']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "447af24b4443a46474dff02b321f8405" } } $('.js-work-strip[data-work-id=46942276]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":46942276,"title":"Familiar Songs Reduce Infant Distress","translated_title":"","metadata":{"doi":"10.1037/dev0000917","abstract":"Parents commonly vocalize to infants to mitigate their distress, especially when holding them is not possible. Here we examined the relative efficacy of parents' speech and singing (familiar and unfamiliar songs) in alleviating the distress of 8-and 10-month-old infants (n ϭ 68 per age group). Parent-infant dyads participated in 3 trials of the Still Face procedure, featuring a 2-min Play Phase, a Still Face phase (parents immobile and unresponsive for 1 min or until infants became visibly distressed), and a 2-min Reunion Phase in which caregivers attempted to reverse infant distress by (a) singing a highly familiar song, (b) singing an unfamiliar song, or (c) expressive talking (order counterbalanced across dyads). In the Reunion Phase, talking led to increased negative affect in both age groups, in contrast to singing familiar or unfamiliar songs, which increased infant attention to parent and decreased negative affect. The favorable consequences were greatest for familiar songs, which also generated increased smiling. Skin conductance recorded from a subset of infants (n ϭ 36 younger, 41 older infants) revealed that arousal levels were highest for the talking reunion, lowest for unfamiliar songs, and intermediate for familiar songs. The arousal effects, considered in conjunction with the behavioral effects, confirm that songs are more effective than speech at mitigating infant distress. We suggest, moreover, that familiar songs generate higher infant arousal than unfamiliar songs because they evoke excitement, reflected in modestly elevated arousal as well as pleasure, in contrast to more subdued responses to unfamiliar songs.","ai_title_tag":"Familiar Songs Ease Infant Distress More Effectively","publication_date":{"day":null,"month":null,"year":2020,"errors":{}},"publication_name":"Developmental Psychology"},"translated_abstract":"Parents commonly vocalize to infants to mitigate their distress, especially when holding them is not possible. Here we examined the relative efficacy of parents' speech and singing (familiar and unfamiliar songs) in alleviating the distress of 8-and 10-month-old infants (n ϭ 68 per age group). Parent-infant dyads participated in 3 trials of the Still Face procedure, featuring a 2-min Play Phase, a Still Face phase (parents immobile and unresponsive for 1 min or until infants became visibly distressed), and a 2-min Reunion Phase in which caregivers attempted to reverse infant distress by (a) singing a highly familiar song, (b) singing an unfamiliar song, or (c) expressive talking (order counterbalanced across dyads). In the Reunion Phase, talking led to increased negative affect in both age groups, in contrast to singing familiar or unfamiliar songs, which increased infant attention to parent and decreased negative affect. The favorable consequences were greatest for familiar songs, which also generated increased smiling. Skin conductance recorded from a subset of infants (n ϭ 36 younger, 41 older infants) revealed that arousal levels were highest for the talking reunion, lowest for unfamiliar songs, and intermediate for familiar songs. The arousal effects, considered in conjunction with the behavioral effects, confirm that songs are more effective than speech at mitigating infant distress. We suggest, moreover, that familiar songs generate higher infant arousal than unfamiliar songs because they evoke excitement, reflected in modestly elevated arousal as well as pleasure, in contrast to more subdued responses to unfamiliar songs.","internal_url":"https://www.academia.edu/46942276/Familiar_Songs_Reduce_Infant_Distress","translated_internal_url":"","created_at":"2021-04-19T05:56:40.668-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":3873217,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":36452729,"work_id":46942276,"tagging_user_id":3873217,"tagged_user_id":13570196,"co_author_invite_id":null,"email":"l***i@gmail.com","affiliation":"University of Toronto","display_order":1,"name":"Laura Cirelli","title":"Familiar Songs Reduce Infant Distress"}],"downloadable_attachments":[{"id":66300398,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/66300398/thumbnails/1.jpg","file_name":"CirelliTrehubDevPsy2020.pdf","download_url":"https://www.academia.edu/attachments/66300398/download_file","bulk_download_file_name":"Familiar_Songs_Reduce_Infant_Distress.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/66300398/CirelliTrehubDevPsy2020-libre.pdf?1618837886=\u0026response-content-disposition=attachment%3B+filename%3DFamiliar_Songs_Reduce_Infant_Distress.pdf\u0026Expires=1738749444\u0026Signature=d8nCnTet22fGlmA-5J1~Ot8bprpQZeS4hnAdRlgVpa3qWBPIOmyV~MoMZJTJ9ZKHNGP1jft6dgoACAB9OqPDMI-HOlWfiWVpMgBZdaLbif~LPHf9pVDxykSXYMXRGKqcTc4Asujj9tBQGkhkHOhvtAkvjUEvGAeWyfqL96a4G~qFpT2kp53iGj7YUjB3yc0WFVX1TsB3st9M99qviNpgoKyRdVS7OfukKcDUH5QgFo96-YDB7pWnnvArGxCh-FG7-E8Ocju4kwlqC0G5qV1NlnMXG84yX~aIljAM1KQ6WERjft-iYN0c-Y-8NhCyZ6zr57s7wx3uIk1Cbd0O~yp7Mg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Familiar_Songs_Reduce_Infant_Distress","translated_slug":"","page_count":8,"language":"en","content_type":"Work","summary":"Parents commonly vocalize to infants to mitigate their distress, especially when holding them is not possible. Here we examined the relative efficacy of parents' speech and singing (familiar and unfamiliar songs) in alleviating the distress of 8-and 10-month-old infants (n ϭ 68 per age group). Parent-infant dyads participated in 3 trials of the Still Face procedure, featuring a 2-min Play Phase, a Still Face phase (parents immobile and unresponsive for 1 min or until infants became visibly distressed), and a 2-min Reunion Phase in which caregivers attempted to reverse infant distress by (a) singing a highly familiar song, (b) singing an unfamiliar song, or (c) expressive talking (order counterbalanced across dyads). In the Reunion Phase, talking led to increased negative affect in both age groups, in contrast to singing familiar or unfamiliar songs, which increased infant attention to parent and decreased negative affect. The favorable consequences were greatest for familiar songs, which also generated increased smiling. Skin conductance recorded from a subset of infants (n ϭ 36 younger, 41 older infants) revealed that arousal levels were highest for the talking reunion, lowest for unfamiliar songs, and intermediate for familiar songs. The arousal effects, considered in conjunction with the behavioral effects, confirm that songs are more effective than speech at mitigating infant distress. We suggest, moreover, that familiar songs generate higher infant arousal than unfamiliar songs because they evoke excitement, reflected in modestly elevated arousal as well as pleasure, in contrast to more subdued responses to unfamiliar songs.","owner":{"id":3873217,"first_name":"Sandra","middle_initials":null,"last_name":"Trehub","page_name":"SandraTrehub","domain_name":"utoronto","created_at":"2013-04-20T13:16:17.636-07:00","display_name":"Sandra Trehub","url":"https://utoronto.academia.edu/SandraTrehub"},"attachments":[{"id":66300398,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/66300398/thumbnails/1.jpg","file_name":"CirelliTrehubDevPsy2020.pdf","download_url":"https://www.academia.edu/attachments/66300398/download_file","bulk_download_file_name":"Familiar_Songs_Reduce_Infant_Distress.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/66300398/CirelliTrehubDevPsy2020-libre.pdf?1618837886=\u0026response-content-disposition=attachment%3B+filename%3DFamiliar_Songs_Reduce_Infant_Distress.pdf\u0026Expires=1738749444\u0026Signature=d8nCnTet22fGlmA-5J1~Ot8bprpQZeS4hnAdRlgVpa3qWBPIOmyV~MoMZJTJ9ZKHNGP1jft6dgoACAB9OqPDMI-HOlWfiWVpMgBZdaLbif~LPHf9pVDxykSXYMXRGKqcTc4Asujj9tBQGkhkHOhvtAkvjUEvGAeWyfqL96a4G~qFpT2kp53iGj7YUjB3yc0WFVX1TsB3st9M99qviNpgoKyRdVS7OfukKcDUH5QgFo96-YDB7pWnnvArGxCh-FG7-E8Ocju4kwlqC0G5qV1NlnMXG84yX~aIljAM1KQ6WERjft-iYN0c-Y-8NhCyZ6zr57s7wx3uIk1Cbd0O~yp7Mg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":252,"name":"Developmental Psychology","url":"https://www.academia.edu/Documents/in/Developmental_Psychology"},{"id":29470,"name":"Infancy","url":"https://www.academia.edu/Documents/in/Infancy"},{"id":82943,"name":"Singing","url":"https://www.academia.edu/Documents/in/Singing"},{"id":85695,"name":"Music Perception and Cognition","url":"https://www.academia.edu/Documents/in/Music_Perception_and_Cognition"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="46942171"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/46942171/Development_of_Consonance_Preferences_in_Western_Listeners"><img alt="Research paper thumbnail of Development of Consonance Preferences in Western Listeners" class="work-thumbnail" src="https://attachments.academia-assets.com/66300329/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/46942171/Development_of_Consonance_Preferences_in_Western_Listeners">Development of Consonance Preferences in Western Listeners</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://utoronto.academia.edu/SandraTrehub">Sandra Trehub</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://utoronto.academia.edu/LauraCirelli">Laura Cirelli</a></span></div><div class="wp-workCard_item"><span>Journal of Experimental Psychology: General</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Many scholars consider preferences for consonance, as defined by Western music theorists, to be b...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Many scholars consider preferences for consonance, as defined by Western music theorists, to be based primarily on biological factors, while others emphasize experiential factors, notably the nature of musical exposure. Cross-cultural experiments suggest that consonance preferences are shaped by musical experience , implying that preferences should emerge or become stronger over development for individuals in Western cultures. However, little is known about this developmental trajectory. We measured preferences for the consonance of simultaneous sounds and related acoustic properties in children and adults to characterize their developmental course and dependence on musical experience. In Study 1, adults and children 6 to 10 years of age rated their liking of simultaneous tone combinations (dyads) and affective vocalizations. Preferences for consonance increased with age and were predicted by changing preferences for harmonicity-the degree to which a sound's frequencies are multiples of a common fundamental frequency-but not by evaluations of beating-fluctuations in amplitude that occur when frequencies are close but not identical, producing the sensation of acoustic roughness. In Study 2, musically trained adults and 10-year-old children also rated the same stimuli. Age and musical training were associated with enhanced preference for consonance. Both measures of experience were associated with an enhanced preference for harmonicity, but were unrelated to evaluations of beating stimuli. The findings are consistent with cross-cultural evidence and the effects of musicianship in Western adults in linking Western musical experience to preferences for consonance and harmonicity.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="085cc9d1daefa0cb4eca3f9116f3aa60" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":66300329,"asset_id":46942171,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/66300329/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="46942171"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="46942171"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 46942171; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=46942171]").text(description); $(".js-view-count[data-work-id=46942171]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 46942171; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='46942171']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "085cc9d1daefa0cb4eca3f9116f3aa60" } } $('.js-work-strip[data-work-id=46942171]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":46942171,"title":"Development of Consonance Preferences in Western Listeners","translated_title":"","metadata":{"doi":"10.1037/xge0000680","abstract":"Many scholars consider preferences for consonance, as defined by Western music theorists, to be based primarily on biological factors, while others emphasize experiential factors, notably the nature of musical exposure. Cross-cultural experiments suggest that consonance preferences are shaped by musical experience , implying that preferences should emerge or become stronger over development for individuals in Western cultures. However, little is known about this developmental trajectory. We measured preferences for the consonance of simultaneous sounds and related acoustic properties in children and adults to characterize their developmental course and dependence on musical experience. In Study 1, adults and children 6 to 10 years of age rated their liking of simultaneous tone combinations (dyads) and affective vocalizations. Preferences for consonance increased with age and were predicted by changing preferences for harmonicity-the degree to which a sound's frequencies are multiples of a common fundamental frequency-but not by evaluations of beating-fluctuations in amplitude that occur when frequencies are close but not identical, producing the sensation of acoustic roughness. In Study 2, musically trained adults and 10-year-old children also rated the same stimuli. Age and musical training were associated with enhanced preference for consonance. Both measures of experience were associated with an enhanced preference for harmonicity, but were unrelated to evaluations of beating stimuli. The findings are consistent with cross-cultural evidence and the effects of musicianship in Western adults in linking Western musical experience to preferences for consonance and harmonicity.","publication_date":{"day":null,"month":null,"year":2020,"errors":{}},"publication_name":"Journal of Experimental Psychology: General"},"translated_abstract":"Many scholars consider preferences for consonance, as defined by Western music theorists, to be based primarily on biological factors, while others emphasize experiential factors, notably the nature of musical exposure. Cross-cultural experiments suggest that consonance preferences are shaped by musical experience , implying that preferences should emerge or become stronger over development for individuals in Western cultures. However, little is known about this developmental trajectory. We measured preferences for the consonance of simultaneous sounds and related acoustic properties in children and adults to characterize their developmental course and dependence on musical experience. In Study 1, adults and children 6 to 10 years of age rated their liking of simultaneous tone combinations (dyads) and affective vocalizations. Preferences for consonance increased with age and were predicted by changing preferences for harmonicity-the degree to which a sound's frequencies are multiples of a common fundamental frequency-but not by evaluations of beating-fluctuations in amplitude that occur when frequencies are close but not identical, producing the sensation of acoustic roughness. In Study 2, musically trained adults and 10-year-old children also rated the same stimuli. Age and musical training were associated with enhanced preference for consonance. Both measures of experience were associated with an enhanced preference for harmonicity, but were unrelated to evaluations of beating stimuli. The findings are consistent with cross-cultural evidence and the effects of musicianship in Western adults in linking Western musical experience to preferences for consonance and harmonicity.","internal_url":"https://www.academia.edu/46942171/Development_of_Consonance_Preferences_in_Western_Listeners","translated_internal_url":"","created_at":"2021-04-19T05:48:37.577-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":3873217,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":36452701,"work_id":46942171,"tagging_user_id":3873217,"tagged_user_id":13570196,"co_author_invite_id":null,"email":"l***i@gmail.com","affiliation":"University of Toronto","display_order":2,"name":"Laura Cirelli","title":"Development of Consonance Preferences in Western Listeners"},{"id":36452702,"work_id":46942171,"tagging_user_id":3873217,"tagged_user_id":47007167,"co_author_invite_id":null,"email":"r***3@gmail.com","display_order":3,"name":"Josh Mcdermott","title":"Development of Consonance Preferences in Western Listeners"}],"downloadable_attachments":[{"id":66300329,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/66300329/thumbnails/1.jpg","file_name":"WeissCirelliMcDermottTrehubJEPG2020.pdf","download_url":"https://www.academia.edu/attachments/66300329/download_file","bulk_download_file_name":"Development_of_Consonance_Preferences_in.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/66300329/WeissCirelliMcDermottTrehubJEPG2020-libre.pdf?1618837898=\u0026response-content-disposition=attachment%3B+filename%3DDevelopment_of_Consonance_Preferences_in.pdf\u0026Expires=1738749444\u0026Signature=JMiYLmO63zytDGlsQGLpqmwhrVAw4~Kf6MntKRDVBGfV0hg2HGEBK-ufLzHVWS~BDIEYoCZpO2YkWTC8HC0-lJHKegkR9OJYmVJt3Ul9ZXCd3TJ1XEDKev5GT4rI8Z10Li5Wb~nW3mn15vAMpCuG5hWRAdEIJ3BmVdCEJ5b8Md4wlwbUcFNmBHaJA02lfPIQwKwi2hFRWHYw86KpRXHYLWjBzHSey5im9Tx9Jo5cZ9OAB2V2TQU5ysm25DCDOK3IjyG5WgHfL~eMABN6VU22bnPH2xTBDK~q3PJvkFhe1r5mfJ24gFFRU4mDryvXhDUsybHfYlqsqBYkNo9H2OhNTw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Development_of_Consonance_Preferences_in_Western_Listeners","translated_slug":"","page_count":16,"language":"en","content_type":"Work","summary":"Many scholars consider preferences for consonance, as defined by Western music theorists, to be based primarily on biological factors, while others emphasize experiential factors, notably the nature of musical exposure. Cross-cultural experiments suggest that consonance preferences are shaped by musical experience , implying that preferences should emerge or become stronger over development for individuals in Western cultures. However, little is known about this developmental trajectory. We measured preferences for the consonance of simultaneous sounds and related acoustic properties in children and adults to characterize their developmental course and dependence on musical experience. In Study 1, adults and children 6 to 10 years of age rated their liking of simultaneous tone combinations (dyads) and affective vocalizations. Preferences for consonance increased with age and were predicted by changing preferences for harmonicity-the degree to which a sound's frequencies are multiples of a common fundamental frequency-but not by evaluations of beating-fluctuations in amplitude that occur when frequencies are close but not identical, producing the sensation of acoustic roughness. In Study 2, musically trained adults and 10-year-old children also rated the same stimuli. Age and musical training were associated with enhanced preference for consonance. Both measures of experience were associated with an enhanced preference for harmonicity, but were unrelated to evaluations of beating stimuli. 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Although parents commonly report that infants move rhythmically to music, especially to familiar music in familiar environments, there has been little systematic study of this behavior. As a preliminary exploration of infants' movement to music in their home environment, we studied V, an infant who began moving rhythmically to music at 6 months of age. Our primary goal was to generate testable hypotheses about movement to music in infancy. Across nine sessions, beginning when V was almost 19 months of age and ending 8 weeks later, she was video-recorded by her mother during the presentation of 60-s excerpts from two familiar and two unfamiliar songs presented at three tempos-the original song tempo as well as faster and slower versions. V exhibited a number of repeated dance movements such as head-bobbing, arm-pumping, torso twists, and bouncing. She danced most to Metallica's Now that We're Dead, a recording that her father played daily in V's presence, often dancing with her while it played. Its high pulse clarity, in conjunction with familiarity, may have increased V's propensity to dance, as reflected in lesser dancing to familiar music with low pulse clarity and to unfamiliar music with high pulse clarity. V moved faster to faster music but only for unfamiliar music, perhaps because arousal drove her movement to familiar music. Her movement to music was positively correlated with smiling, highlighting the pleasurable nature of the experience. Rhythmic movement to music may have enhanced her pleasure, and the joy of listening may have promoted her movement. On the basis of behavior observed in this case study, we propose a scaled-up study to obtain definitive evidence about the effects of song familiarity and specific musical features on infant rhythmic movement, the developmental trajectory of dance skills, and the typical range of variation in such skills.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4b3186c006851b7436837d14c44257f0" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":59995123,"asset_id":39809851,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/59995123/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="39809851"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="39809851"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 39809851; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=39809851]").text(description); $(".js-view-count[data-work-id=39809851]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 39809851; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='39809851']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "4b3186c006851b7436837d14c44257f0" } } $('.js-work-strip[data-work-id=39809851]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":39809851,"title":"CASE REPORT Dancing to Metallica and Dora: Case Study of a 19-Month-Old","translated_title":"","metadata":{"doi":"10.3389/fpsyg.2019.01073","abstract":"Rhythmic movement to music, whether deliberate (e.g., dancing) or inadvertent (e.g., foot-tapping), is ubiquitous. Although parents commonly report that infants move rhythmically to music, especially to familiar music in familiar environments, there has been little systematic study of this behavior. As a preliminary exploration of infants' movement to music in their home environment, we studied V, an infant who began moving rhythmically to music at 6 months of age. Our primary goal was to generate testable hypotheses about movement to music in infancy. Across nine sessions, beginning when V was almost 19 months of age and ending 8 weeks later, she was video-recorded by her mother during the presentation of 60-s excerpts from two familiar and two unfamiliar songs presented at three tempos-the original song tempo as well as faster and slower versions. V exhibited a number of repeated dance movements such as head-bobbing, arm-pumping, torso twists, and bouncing. She danced most to Metallica's Now that We're Dead, a recording that her father played daily in V's presence, often dancing with her while it played. Its high pulse clarity, in conjunction with familiarity, may have increased V's propensity to dance, as reflected in lesser dancing to familiar music with low pulse clarity and to unfamiliar music with high pulse clarity. V moved faster to faster music but only for unfamiliar music, perhaps because arousal drove her movement to familiar music. Her movement to music was positively correlated with smiling, highlighting the pleasurable nature of the experience. Rhythmic movement to music may have enhanced her pleasure, and the joy of listening may have promoted her movement. On the basis of behavior observed in this case study, we propose a scaled-up study to obtain definitive evidence about the effects of song familiarity and specific musical features on infant rhythmic movement, the developmental trajectory of dance skills, and the typical range of variation in such skills.","publication_date":{"day":null,"month":null,"year":2019,"errors":{}},"publication_name":"Frontiers in Psychology"},"translated_abstract":"Rhythmic movement to music, whether deliberate (e.g., dancing) or inadvertent (e.g., foot-tapping), is ubiquitous. Although parents commonly report that infants move rhythmically to music, especially to familiar music in familiar environments, there has been little systematic study of this behavior. As a preliminary exploration of infants' movement to music in their home environment, we studied V, an infant who began moving rhythmically to music at 6 months of age. Our primary goal was to generate testable hypotheses about movement to music in infancy. Across nine sessions, beginning when V was almost 19 months of age and ending 8 weeks later, she was video-recorded by her mother during the presentation of 60-s excerpts from two familiar and two unfamiliar songs presented at three tempos-the original song tempo as well as faster and slower versions. V exhibited a number of repeated dance movements such as head-bobbing, arm-pumping, torso twists, and bouncing. She danced most to Metallica's Now that We're Dead, a recording that her father played daily in V's presence, often dancing with her while it played. Its high pulse clarity, in conjunction with familiarity, may have increased V's propensity to dance, as reflected in lesser dancing to familiar music with low pulse clarity and to unfamiliar music with high pulse clarity. V moved faster to faster music but only for unfamiliar music, perhaps because arousal drove her movement to familiar music. Her movement to music was positively correlated with smiling, highlighting the pleasurable nature of the experience. Rhythmic movement to music may have enhanced her pleasure, and the joy of listening may have promoted her movement. On the basis of behavior observed in this case study, we propose a scaled-up study to obtain definitive evidence about the effects of song familiarity and specific musical features on infant rhythmic movement, the developmental trajectory of dance skills, and the typical range of variation in such skills.","internal_url":"https://www.academia.edu/39809851/CASE_REPORT_Dancing_to_Metallica_and_Dora_Case_Study_of_a_19_Month_Old","translated_internal_url":"","created_at":"2019-07-12T15:46:08.038-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":3873217,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":32809200,"work_id":39809851,"tagging_user_id":3873217,"tagged_user_id":13570196,"co_author_invite_id":6873618,"email":"l***i@gmail.com","affiliation":"University of Toronto","display_order":1,"name":"Laura Cirelli","title":"CASE REPORT Dancing to Metallica and Dora: Case Study of a 19-Month-Old"}],"downloadable_attachments":[{"id":59995123,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/59995123/thumbnails/1.jpg","file_name":"CirelliTrehubFrontiersPsy201920190712-99463-1nhzvdz.pdf","download_url":"https://www.academia.edu/attachments/59995123/download_file","bulk_download_file_name":"CASE_REPORT_Dancing_to_Metallica_and_Dor.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/59995123/CirelliTrehubFrontiersPsy201920190712-99463-1nhzvdz-libre.pdf?1562972160=\u0026response-content-disposition=attachment%3B+filename%3DCASE_REPORT_Dancing_to_Metallica_and_Dor.pdf\u0026Expires=1738749444\u0026Signature=WCcff7r-KY8nNmotCCV~GQ8G88E2YvVwCdTcA5V0vTR6bj62X8uTProKzv-fsJYtzp3X6AtngK0DDpfe6umh0VJB6IytSGndIJbYFFLCQOFgovIZarSCbrrWNhxR6Wqydt-Xtl0H0qLpTKpxqoK1qlvopdRKqcch8E-gZqVed6-HMOJgaUqfzAZf~~3yvyOCNkOTDpzUB2PiOZuOIAJ-fN2FwwkxNfcsWm~sbBWtZN0ruxc7CB2-93qXcuxGyMn6nKnDeXyAyxbVL5BLfLRXcQR-yL6ATpYjZ2ZipfQqvbtnZdcWlqx-oHlJ3xVgaq3G7s5-p9Q~U8AYYsDO-qdSgw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"CASE_REPORT_Dancing_to_Metallica_and_Dora_Case_Study_of_a_19_Month_Old","translated_slug":"","page_count":8,"language":"en","content_type":"Work","summary":"Rhythmic movement to music, whether deliberate (e.g., dancing) or inadvertent (e.g., foot-tapping), is ubiquitous. Although parents commonly report that infants move rhythmically to music, especially to familiar music in familiar environments, there has been little systematic study of this behavior. As a preliminary exploration of infants' movement to music in their home environment, we studied V, an infant who began moving rhythmically to music at 6 months of age. Our primary goal was to generate testable hypotheses about movement to music in infancy. Across nine sessions, beginning when V was almost 19 months of age and ending 8 weeks later, she was video-recorded by her mother during the presentation of 60-s excerpts from two familiar and two unfamiliar songs presented at three tempos-the original song tempo as well as faster and slower versions. V exhibited a number of repeated dance movements such as head-bobbing, arm-pumping, torso twists, and bouncing. She danced most to Metallica's Now that We're Dead, a recording that her father played daily in V's presence, often dancing with her while it played. Its high pulse clarity, in conjunction with familiarity, may have increased V's propensity to dance, as reflected in lesser dancing to familiar music with low pulse clarity and to unfamiliar music with high pulse clarity. V moved faster to faster music but only for unfamiliar music, perhaps because arousal drove her movement to familiar music. Her movement to music was positively correlated with smiling, highlighting the pleasurable nature of the experience. Rhythmic movement to music may have enhanced her pleasure, and the joy of listening may have promoted her movement. On the basis of behavior observed in this case study, we propose a scaled-up study to obtain definitive evidence about the effects of song familiarity and specific musical features on infant rhythmic movement, the developmental trajectory of dance skills, and the typical range of variation in such skills.","owner":{"id":3873217,"first_name":"Sandra","middle_initials":null,"last_name":"Trehub","page_name":"SandraTrehub","domain_name":"utoronto","created_at":"2013-04-20T13:16:17.636-07:00","display_name":"Sandra Trehub","url":"https://utoronto.academia.edu/SandraTrehub"},"attachments":[{"id":59995123,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/59995123/thumbnails/1.jpg","file_name":"CirelliTrehubFrontiersPsy201920190712-99463-1nhzvdz.pdf","download_url":"https://www.academia.edu/attachments/59995123/download_file","bulk_download_file_name":"CASE_REPORT_Dancing_to_Metallica_and_Dor.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/59995123/CirelliTrehubFrontiersPsy201920190712-99463-1nhzvdz-libre.pdf?1562972160=\u0026response-content-disposition=attachment%3B+filename%3DCASE_REPORT_Dancing_to_Metallica_and_Dor.pdf\u0026Expires=1738749444\u0026Signature=WCcff7r-KY8nNmotCCV~GQ8G88E2YvVwCdTcA5V0vTR6bj62X8uTProKzv-fsJYtzp3X6AtngK0DDpfe6umh0VJB6IytSGndIJbYFFLCQOFgovIZarSCbrrWNhxR6Wqydt-Xtl0H0qLpTKpxqoK1qlvopdRKqcch8E-gZqVed6-HMOJgaUqfzAZf~~3yvyOCNkOTDpzUB2PiOZuOIAJ-fN2FwwkxNfcsWm~sbBWtZN0ruxc7CB2-93qXcuxGyMn6nKnDeXyAyxbVL5BLfLRXcQR-yL6ATpYjZ2ZipfQqvbtnZdcWlqx-oHlJ3xVgaq3G7s5-p9Q~U8AYYsDO-qdSgw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":671,"name":"Music","url":"https://www.academia.edu/Documents/in/Music"},{"id":3886,"name":"Rhythm","url":"https://www.academia.edu/Documents/in/Rhythm"},{"id":29167,"name":"Dance","url":"https://www.academia.edu/Documents/in/Dance"},{"id":29470,"name":"Infancy","url":"https://www.academia.edu/Documents/in/Infancy"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="39790236"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/39790236/Trehub_Int_JMus_Early_Child"><img alt="Research paper thumbnail of Trehub Int JMus Early Child" class="work-thumbnail" src="https://attachments.academia-assets.com/59976001/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/39790236/Trehub_Int_JMus_Early_Child">Trehub Int JMus Early Child</a></div><div class="wp-workCard_item"><span>International Journal of Music in Early Childhood</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Primary caregivers throughout the world provide infants with life-sustaining care such as nutriti...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Primary caregivers throughout the world provide infants with life-sustaining care such as nutrition and protection from harm as well as life-enhancing care such as affection, contingent responsiveness and mentoring of various kinds. They nurture infants musically by means of one-on-one (i.e. infant-directed) singing accompanied by movement in some cultures and by visual gestures in others. Such singing, which is acoustically and visually distinct from solitary (i.e. self-directed) singing, is effective in engaging infants and regulating their mood and arousal. The repetition and stereotypy of caregivers' performances contribute to their memorability and dyadic significance. Caregivers' singing also influences infants' social engagement more generally. Once infants become singers, their songs play an important role in social interaction and emotional self-regulation. Although caregivers sing to infants with playful or soothing intentions, their performances highlight the temporal and melodic structure of the music. In sum, caregivers lay the foundation for a lifelong musical journey.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0b4179b679602fd7ea190ba912cf9cf7" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":59976001,"asset_id":39790236,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/59976001/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="39790236"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="39790236"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 39790236; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="37822248"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/37822248/Precursors_to_the_performing_arts_in_infancy_and_early_childhood_11"><img alt="Research paper thumbnail of Precursors to the performing arts in infancy and early childhood 11" class="work-thumbnail" src="https://attachments.academia-assets.com/57822619/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/37822248/Precursors_to_the_performing_arts_in_infancy_and_early_childhood_11">Precursors to the performing arts in infancy and early childhood 11</a></div><div class="wp-workCard_item"><span>Progress in Brain Research</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Across cultures, aspects of music and dance contribute to everyday life in a variety of ways that...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Across cultures, aspects of music and dance contribute to everyday life in a variety of ways that do not depend on artistry, aesthetics, or expertise. In this chapter, we focus on precursors to music and dance that are evident in infancy: the underlying perceptual abilities, parent–infant musical interactions that are motivated by nonmusical goals, the consequences of such interactions for mood regulation and social regulation, and the emergence of rudimentary singing and rhythmic movement to music. These precursors to music and dance lay the groundwork for our informal engagement with music throughout life and its continuing effects on mood regulation , affiliation, and well-being.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1ed31f00c433792faf8622139122b35a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":57822619,"asset_id":37822248,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/57822619/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="37822248"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="37822248"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37822248; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="37822181"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/37822181/Rhythm_and_melody_as_social_signals_for_infants"><img alt="Research paper thumbnail of Rhythm and melody as social signals for infants" class="work-thumbnail" src="https://attachments.academia-assets.com/57822572/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/37822181/Rhythm_and_melody_as_social_signals_for_infants">Rhythm and melody as social signals for infants</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://utoronto.academia.edu/SandraTrehub">Sandra Trehub</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://utoronto.academia.edu/LauraCirelli">Laura Cirelli</a></span></div><div class="wp-workCard_item"><span>Annals of the New York Academy of Sciences</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Infants typically experience music through social interactions with others. One such experience i...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Infants typically experience music through social interactions with others. One such experience involves caregivers singing to infants while holding and bouncing them rhythmically. These highly social interactions shape infant music perception and may also influence social cognition and behavior. Moving in time with others—interpersonal synchrony—can direct infants' social preferences and prosocial behavior. Infants also show social preferences and selective prosociality toward singers of familiar, socially learned melodies. Here, we discuss recent studies of the influence of musical engagement on infant social cognition and behavior, highlighting the importance of rhythmic movement and socially relevant melodies.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6184f9741777dfd1ef843bc424e552ed" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":57822572,"asset_id":37822181,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/57822572/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="37822181"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="37822181"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37822181; 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dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "6184f9741777dfd1ef843bc424e552ed" } } $('.js-work-strip[data-work-id=37822181]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":37822181,"title":"Rhythm and melody as social signals for infants","internal_url":"https://www.academia.edu/37822181/Rhythm_and_melody_as_social_signals_for_infants","owner_id":3873217,"coauthors_can_edit":true,"owner":{"id":3873217,"first_name":"Sandra","middle_initials":null,"last_name":"Trehub","page_name":"SandraTrehub","domain_name":"utoronto","created_at":"2013-04-20T13:16:17.636-07:00","display_name":"Sandra Trehub","url":"https://utoronto.academia.edu/SandraTrehub"},"attachments":[{"id":57822572,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/57822572/thumbnails/1.jpg","file_name":"CirelliTrehubTrainorAnnalsNYAS2018.pdf","download_url":"https://www.academia.edu/attachments/57822572/download_file","bulk_download_file_name":"Rhythm_and_melody_as_social_signals_for.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/57822572/CirelliTrehubTrainorAnnalsNYAS2018-libre.pdf?1542817658=\u0026response-content-disposition=attachment%3B+filename%3DRhythm_and_melody_as_social_signals_for.pdf\u0026Expires=1740017874\u0026Signature=WGHpfTO0~QUr6s8F4dDoiGlxfH1CorkQaYqkE610rePsZEs8txTtrc96cdlbdS~3UR2iH7pAwMa4ETVJR9fxvMi62IhgyaO-cPanlkt025EcZg3i0plnHKTDMOrsdxudA-TA20hAT45boNwte3uW97tnfVivkDpRTNrgl0-W2RfkRz0jx4TYPdHmEUXmURn0RSMWx1Pl4~O2A~GK~8ycipQ56SSaAagU~CFc77FujWVf2heWBaTYSjRMLksiPZ8p0rsa2pyAO2v~sweMmvEn-4KUz5S~72ChwtkAd8Lu~GjDU~5aofVan-U-VsnA9USzCv6og0ycVLzKfe5KQ-1CSQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="36256388"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/36256388/Infants_help_singers_of_familiar_songs"><img alt="Research paper thumbnail of Infants help singers of familiar songs" class="work-thumbnail" src="https://attachments.academia-assets.com/56161544/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/36256388/Infants_help_singers_of_familiar_songs">Infants help singers of familiar songs</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://utoronto.academia.edu/SandraTrehub">Sandra Trehub</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://utoronto.academia.edu/LauraCirelli">Laura Cirelli</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Infants are highly selective in their help to unfamiliar individuals. For example, they offer mor...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Infants are highly selective in their help to unfamiliar individuals. For example, they offer more help to partners who move synchronously with them rather than asynchronously and to partners who interact with them in a " nice " rather than " mean " manner. Infant-directed song and speech may also encourage infant helping by signaling caregiver quality. In the present study, we investigated the effect of infant-directed song and recitation on 14-month-old infants' subsequent helpfulness and proximity-seeking in relation to unfamiliar performers. During a 2.5-minute exposure phase, infants sat on their caregiver's lap opposite an experimenter who sang " The Ants Go Marching " (song condition), recited the lyrics (recitation condition), or remained silent while parents read them a book (baseline condition). After the exposure phase, infants participated in a series of helping tasks that necessitated the return of objects dropped " accidentally ". Infants in the song and recitation conditions helped more than those in the baseline condition, but their helping of singers was moderated by song familiarity. Specifically, the extent of help directed to singers correlated positively with song familiarity. Singing (and to some extent, recitation) also encouraged infants to seek proximity with the experimenter. The findings indicate that rhythmic song and recitation by an unfamiliar adult foster infant affiliative behavior, but familiar songs may have special social importance.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="89b926615a1f36dfc1bb694dd6aeb6aa" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":56161544,"asset_id":36256388,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/56161544/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="36256388"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="36256388"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 36256388; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=36256388]").text(description); $(".js-view-count[data-work-id=36256388]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 36256388; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='36256388']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "89b926615a1f36dfc1bb694dd6aeb6aa" } } $('.js-work-strip[data-work-id=36256388]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":36256388,"title":"Infants help singers of familiar songs","translated_title":"","metadata":{"abstract":"Infants are highly selective in their help to unfamiliar individuals. For example, they offer more help to partners who move synchronously with them rather than asynchronously and to partners who interact with them in a \" nice \" rather than \" mean \" manner. Infant-directed song and speech may also encourage infant helping by signaling caregiver quality. In the present study, we investigated the effect of infant-directed song and recitation on 14-month-old infants' subsequent helpfulness and proximity-seeking in relation to unfamiliar performers. During a 2.5-minute exposure phase, infants sat on their caregiver's lap opposite an experimenter who sang \" The Ants Go Marching \" (song condition), recited the lyrics (recitation condition), or remained silent while parents read them a book (baseline condition). After the exposure phase, infants participated in a series of helping tasks that necessitated the return of objects dropped \" accidentally \". Infants in the song and recitation conditions helped more than those in the baseline condition, but their helping of singers was moderated by song familiarity. Specifically, the extent of help directed to singers correlated positively with song familiarity. Singing (and to some extent, recitation) also encouraged infants to seek proximity with the experimenter. The findings indicate that rhythmic song and recitation by an unfamiliar adult foster infant affiliative behavior, but familiar songs may have special social importance.","ai_title_tag":"Infants Aid Familiar Song Singers More"},"translated_abstract":"Infants are highly selective in their help to unfamiliar individuals. For example, they offer more help to partners who move synchronously with them rather than asynchronously and to partners who interact with them in a \" nice \" rather than \" mean \" manner. Infant-directed song and speech may also encourage infant helping by signaling caregiver quality. In the present study, we investigated the effect of infant-directed song and recitation on 14-month-old infants' subsequent helpfulness and proximity-seeking in relation to unfamiliar performers. During a 2.5-minute exposure phase, infants sat on their caregiver's lap opposite an experimenter who sang \" The Ants Go Marching \" (song condition), recited the lyrics (recitation condition), or remained silent while parents read them a book (baseline condition). After the exposure phase, infants participated in a series of helping tasks that necessitated the return of objects dropped \" accidentally \". Infants in the song and recitation conditions helped more than those in the baseline condition, but their helping of singers was moderated by song familiarity. Specifically, the extent of help directed to singers correlated positively with song familiarity. Singing (and to some extent, recitation) also encouraged infants to seek proximity with the experimenter. The findings indicate that rhythmic song and recitation by an unfamiliar adult foster infant affiliative behavior, but familiar songs may have special social importance.","internal_url":"https://www.academia.edu/36256388/Infants_help_singers_of_familiar_songs","translated_internal_url":"","created_at":"2018-03-26T03:50:52.934-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":3873217,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":31239027,"work_id":36256388,"tagging_user_id":3873217,"tagged_user_id":13570196,"co_author_invite_id":null,"email":"l***i@gmail.com","affiliation":"University of Toronto","display_order":1,"name":"Laura Cirelli","title":"Infants help singers of familiar songs"}],"downloadable_attachments":[{"id":56161544,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/56161544/thumbnails/1.jpg","file_name":"CirelliTrehubMusicScience2018.pdf","download_url":"https://www.academia.edu/attachments/56161544/download_file","bulk_download_file_name":"Infants_help_singers_of_familiar_songs.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/56161544/CirelliTrehubMusicScience2018-libre.pdf?1522065490=\u0026response-content-disposition=attachment%3B+filename%3DInfants_help_singers_of_familiar_songs.pdf\u0026Expires=1738749444\u0026Signature=Qg0h0jyUZiOgaiaOxZlJCp2L6EPXfWCLCa3nQu~AOjFndf~btqM2SFkfNEnvqpXXXTYnKa9EVzXDfl7D0~je~abvTqjnfhqosxfaD2yA0pNlCeNgRhOFP1-Q9e34SofOhMnshicMkEuULkOYoHbDbzcSpWmny-1kdYN~deoTzZx4XNK7oXkFSCAxAr~sds13i4uCL9IYdS3lijGatC2CtG3J3Ci1QodejU7wxmzJP8HZG8Eeh~FSfJnpRJBmiahPCZQlNysMvEjpcz3c0hkPEHd474awoDh5bbDfcNmBYdpP6cnMrNsj7T6xzQrOBN17ngHGXiQ7OJhVvpx7WPtwdQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Infants_help_singers_of_familiar_songs","translated_slug":"","page_count":11,"language":"en","content_type":"Work","summary":"Infants are highly selective in their help to unfamiliar individuals. For example, they offer more help to partners who move synchronously with them rather than asynchronously and to partners who interact with them in a \" nice \" rather than \" mean \" manner. Infant-directed song and speech may also encourage infant helping by signaling caregiver quality. In the present study, we investigated the effect of infant-directed song and recitation on 14-month-old infants' subsequent helpfulness and proximity-seeking in relation to unfamiliar performers. During a 2.5-minute exposure phase, infants sat on their caregiver's lap opposite an experimenter who sang \" The Ants Go Marching \" (song condition), recited the lyrics (recitation condition), or remained silent while parents read them a book (baseline condition). After the exposure phase, infants participated in a series of helping tasks that necessitated the return of objects dropped \" accidentally \". Infants in the song and recitation conditions helped more than those in the baseline condition, but their helping of singers was moderated by song familiarity. Specifically, the extent of help directed to singers correlated positively with song familiarity. Singing (and to some extent, recitation) also encouraged infants to seek proximity with the experimenter. The findings indicate that rhythmic song and recitation by an unfamiliar adult foster infant affiliative behavior, but familiar songs may have special social importance.","owner":{"id":3873217,"first_name":"Sandra","middle_initials":null,"last_name":"Trehub","page_name":"SandraTrehub","domain_name":"utoronto","created_at":"2013-04-20T13:16:17.636-07:00","display_name":"Sandra Trehub","url":"https://utoronto.academia.edu/SandraTrehub"},"attachments":[{"id":56161544,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/56161544/thumbnails/1.jpg","file_name":"CirelliTrehubMusicScience2018.pdf","download_url":"https://www.academia.edu/attachments/56161544/download_file","bulk_download_file_name":"Infants_help_singers_of_familiar_songs.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/56161544/CirelliTrehubMusicScience2018-libre.pdf?1522065490=\u0026response-content-disposition=attachment%3B+filename%3DInfants_help_singers_of_familiar_songs.pdf\u0026Expires=1738749444\u0026Signature=Qg0h0jyUZiOgaiaOxZlJCp2L6EPXfWCLCa3nQu~AOjFndf~btqM2SFkfNEnvqpXXXTYnKa9EVzXDfl7D0~je~abvTqjnfhqosxfaD2yA0pNlCeNgRhOFP1-Q9e34SofOhMnshicMkEuULkOYoHbDbzcSpWmny-1kdYN~deoTzZx4XNK7oXkFSCAxAr~sds13i4uCL9IYdS3lijGatC2CtG3J3Ci1QodejU7wxmzJP8HZG8Eeh~FSfJnpRJBmiahPCZQlNysMvEjpcz3c0hkPEHd474awoDh5bbDfcNmBYdpP6cnMrNsj7T6xzQrOBN17ngHGXiQ7OJhVvpx7WPtwdQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":15250,"name":"Synchronization","url":"https://www.academia.edu/Documents/in/Synchronization"},{"id":85695,"name":"Music Perception and Cognition","url":"https://www.academia.edu/Documents/in/Music_Perception_and_Cognition"},{"id":134346,"name":"Infant","url":"https://www.academia.edu/Documents/in/Infant"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="36256365"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/36256365/Adults_recognize_toddlers_song_renditions"><img alt="Research paper thumbnail of Adults recognize toddlers' song renditions" class="work-thumbnail" src="https://attachments.academia-assets.com/56161510/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/36256365/Adults_recognize_toddlers_song_renditions">Adults recognize toddlers' song renditions</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://utoronto.academia.edu/SandraTrehub">Sandra Trehub</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://hi.academia.edu/HelgaGudmundsdottir">Helga Gudmundsdottir</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The present study explored the singing ability of toddlers 16 months to 3 years of age by examini...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The present study explored the singing ability of toddlers 16 months to 3 years of age by examining North American adults' ability to identify toddlers' renditions of familiar tunes sung with foreign lyrics. After listening to each toddler's song, half with familiar melodies and half with unfamiliar melodies, adults attempted to name the songs. Their identification was highly accurate, refuting the prevailing view that toddlers focus on words at the expense of tunes. The singing range of these non-English-speaking toddlers and that of their English-speaking counterparts approximated the pitch range of the target songs, which is inconsistent with the reportedly small singing range of toddlers. Toddlers' apparent singing proficiency in the present context may stem from the use of home-based recordings and child-selected songs.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="7ea7bdd91d12321ca84ab2c00bcb2cc5" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":56161510,"asset_id":36256365,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/56161510/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="36256365"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="36256365"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 36256365; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="31127844"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/31127844/When_is_a_Question_a_Question_for_Children_and_Adults"><img alt="Research paper thumbnail of When is a Question a Question for Children and Adults" class="work-thumbnail" src="https://attachments.academia-assets.com/51561879/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/31127844/When_is_a_Question_a_Question_for_Children_and_Adults">When is a Question a Question for Children and Adults</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://utoronto.academia.edu/SandraTrehub">Sandra Trehub</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://utoronto.academia.edu/PascalvanLieshout">Pascal van Lieshout</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Terminal changes in fundamental frequency provide the most salient acoustic cues to declarative q...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Terminal changes in fundamental frequency provide the most salient acoustic cues to declarative questions, but adults sometimes identify such questions from pre-terminal cues. In the present study, adults and 7-to 10-yearold children judged a single speaker's adult-and child-directed utterances as questions or statements in a gating task with word-length increments. Listeners of all ages successfully used pre-terminal cues to identify utterance type, often only the initial word, and they were more accurate for child-directed than adult-directed utterances. There were age-related differences in identification accuracy and number of words required for correct identification. Age differences were already apparent on the initial (first five) utterances, confirming adults' superior explicit knowledge of intonation patterns that signify questions and statements. Adults' performance improved over the course of the test session, reflecting taker-specific learning, but children exhibited no such learning.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d91c224fe3f2dcedb12a0e66d399e544" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":51561879,"asset_id":31127844,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/51561879/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="31127844"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="31127844"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 31127844; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="31127832"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/31127832/GENERALITY_O_F_TH_E_MEMORY_ADVANTAGE_FOR_VOCAL_MELODIES"><img alt="Research paper thumbnail of GENERALITY O F TH E MEMORY ADVANTAGE FOR VOCAL MELODIES" class="work-thumbnail" src="https://attachments.academia-assets.com/51561841/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/31127832/GENERALITY_O_F_TH_E_MEMORY_ADVANTAGE_FOR_VOCAL_MELODIES">GENERALITY O F TH E MEMORY ADVANTAGE FOR VOCAL MELODIES</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">CHILDREN AND ADULTS, WITH OR WITHOUT MUSIC training, exhibit better memory for vocal melodies (wi...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">CHILDREN AND ADULTS, WITH OR WITHOUT MUSIC training, exhibit better memory for vocal melodies (without lyrics) than for instrumental melodies (Weiss,</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="823187ee92a0e6eb8fd9787b94d5c311" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":51561841,"asset_id":31127832,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/51561841/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="31127832"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="31127832"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 31127832; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="30089005"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/30089005/Childrens_identification_of_questions_from_rising_terminal_pitch"><img alt="Research paper thumbnail of Children's identification of questions from rising terminal pitch" class="work-thumbnail" src="https://attachments.academia-assets.com/50542777/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/30089005/Childrens_identification_of_questions_from_rising_terminal_pitch">Children's identification of questions from rising terminal pitch</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Young children are slow to master conventional intonation patterns in their yes/no questions, whi...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Young children are slow to master conventional intonation patterns in their yes/no questions, which may stem from imperfect understanding of the links between terminal pitch contours and pragmatic intentions. In Experiment , fiveto ten-year-old children and adults were required to judge utterances as questions or statements on the basis of intonation alone. Children eight years of age or younger performed above chance levels but less accurately than adult listeners. To ascertain whether the verbal content of utterances interfered with young children's attention to the relevant acoustic cues, low-pass filtered versions of the same utterances were presented to children and adults in Experiment . Low-pass filtering reduced performance comparably for all age groups, perhaps because such filtering reduced the salience of critical pitch cues. Young children's difficulty in differentiating declarative questions from statements is not attributable to basic perceptual difficulties but rather to absent or unstable intonation categories.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="488e4a367c541a0ce0bc5b50f566ba0c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":50542777,"asset_id":30089005,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/50542777/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="30089005"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="30089005"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 30089005; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="30088915"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/30088915/Maternal_Vocal_Interactions_with_Infants_Reciprocal_Visual_Influences"><img alt="Research paper thumbnail of Maternal Vocal Interactions with Infants: Reciprocal Visual Influences" class="work-thumbnail" src="https://attachments.academia-assets.com/50542663/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/30088915/Maternal_Vocal_Interactions_with_Infants_Reciprocal_Visual_Influences">Maternal Vocal Interactions with Infants: Reciprocal Visual Influences</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://utoronto.academia.edu/SandraTrehub">Sandra Trehub</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/JPlantinga">JUdy Plantinga</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The present study examined the influence of infant visual cues on maternal vocal and facial expre...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The present study examined the influence of infant visual cues on maternal vocal and facial expressiveness while speaking or singing and the influence of maternal visual cues on infant attention. Experiment 1 asked whether mothers exhibit more vocal emotion when speaking and singing to infants in or out of view. Adults judged which of each pair of audio excerpts (in view, out of view) sounded more emotional. Face-to-face vocalizations were judged more emotional than vocaliza-tions to infants out of view. Moreover, mothers smiled considerably more while singing than while speaking to infants. Experiment 2 examined the influence of video feedback from infants on maternal speech and singing. Maternal vocalizations in the context of video feedback were judged to be less emotional than those in face-to-face contexts but more emotional than those in out-of-view contexts. Experiment 3 compared six-month-old infants' attention to maternal speech and singing with audio-only versions or with silent video-only versions. Infants exhibited comparable attention to audio-only versions of speech and singing but greater attention to video-only versions of singing. The present investigation is unique in documenting the contribution of infant visual feedback to maternal vocal emotion in contexts that control for infants' presence, visibility, and proximity.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b70e09e7a197039e38d9e534e3a30011" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":50542663,"asset_id":30088915,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/50542663/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="30088915"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="30088915"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 30088915; 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dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "b70e09e7a197039e38d9e534e3a30011" } } $('.js-work-strip[data-work-id=30088915]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":30088915,"title":"Maternal Vocal Interactions with Infants: Reciprocal Visual Influences","internal_url":"https://www.academia.edu/30088915/Maternal_Vocal_Interactions_with_Infants_Reciprocal_Visual_Influences","owner_id":3873217,"coauthors_can_edit":true,"owner":{"id":3873217,"first_name":"Sandra","middle_initials":null,"last_name":"Trehub","page_name":"SandraTrehub","domain_name":"utoronto","created_at":"2013-04-20T13:16:17.636-07:00","display_name":"Sandra Trehub","url":"https://utoronto.academia.edu/SandraTrehub"},"attachments":[{"id":50542663,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/50542663/thumbnails/1.jpg","file_name":"TrehubPlantingaRussoSocialDevel2016.pdf","download_url":"https://www.academia.edu/attachments/50542663/download_file","bulk_download_file_name":"Maternal_Vocal_Interactions_with_Infants.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/50542663/TrehubPlantingaRussoSocialDevel2016-libre.pdf?1480098642=\u0026response-content-disposition=attachment%3B+filename%3DMaternal_Vocal_Interactions_with_Infants.pdf\u0026Expires=1740017874\u0026Signature=OWhU0RqHpXRi4jcyBFrM4rWgQmUPDBfH2XXJuySF8yT~4XTBmooU5M2GuyoPbAK9F0vpVu3h2Mh9XZurSZrEaM-ZtwAwnBO60ynmt8X0SYm6BHEkgbdlmQn6AYgX27XPo62SOxpkcg6-pEIFHvqa6UIa-51CBRmPxuuQok68jovJo6h48AWb4Hwmzk4yr~bQrsI7B0N~l78Rksq6HNjU29q7-KfOTzXxr7NQ8rtUXamSklOgtxo~6agszj5SHzMOojfzlJPKPPv9a-D-PW09A9WBBJcEp25Bh5JaWQDMqhPKYpUC518Hfx9RDPAk1F4Z5VbEqUDzFCcZhrSFrHyb5Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="30088886"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/30088886/Singing_Delays_the_Onset_of_Infant_Distress"><img alt="Research paper thumbnail of Singing Delays the Onset of Infant Distress" class="work-thumbnail" src="https://attachments.academia-assets.com/50542566/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/30088886/Singing_Delays_the_Onset_of_Infant_Distress">Singing Delays the Onset of Infant Distress</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://utoronto.academia.edu/SandraTrehub">Sandra Trehub</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/IsabellePeretz">Isabelle Peretz</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Much is known about the efficacy of infant-directed (ID) speech and singing for capturing attenti...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Much is known about the efficacy of infant-directed (ID) speech and singing for capturing attention, but little is known about their role in regulating affect. In Experiment 1, infants 7–10 months of age listened to scripted recordings of ID speech, adult-directed speech, or singing in an unfamiliar language (Turkish) until they met a criterion of distress based on negative facial expression. They listened to singing for roughly twice as long as speech before meeting the distress criterion. In Experiment 2, they were exposed to natural recordings of ID speech or singing in a familiar language. As in Experiment 1, ID singing was considerably more effective than speech for delaying the onset of distress. We suggest that the temporal patterning of ID singing, with its regular beat, metrical organization, and tempo, plays Correspondence should be sent to Sandra E. Trehub,</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="aae0b62706cec82a991cb4d2a1f2baeb" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":50542566,"asset_id":30088886,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/50542566/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="30088886"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="30088886"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 30088886; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="30088862"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/30088862/Imitation_of_Non_Speech_Oral_Gestures_by_8_Month_Old_Infants"><img alt="Research paper thumbnail of Imitation of Non-Speech Oral Gestures by 8-Month-Old Infants" class="work-thumbnail" src="https://attachments.academia-assets.com/50542201/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/30088862/Imitation_of_Non_Speech_Oral_Gestures_by_8_Month_Old_Infants">Imitation of Non-Speech Oral Gestures by 8-Month-Old Infants</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://utoronto.academia.edu/SandraTrehub">Sandra Trehub</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://utoronto.academia.edu/PascalvanLieshout">Pascal van Lieshout</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This study investigates the oral gestures of 8-month-old infants in response to audiovisual prese...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This study investigates the oral gestures of 8-month-old infants in response to audiovisual presentation of lip and tongue smacks. Infants exhibited more lip gestures than tongue gestures following adult lip smacks and more tongue gestures than lip gestures following adult tongue smacks. The findings, which are consistent with predictions from Articulatory Phonology, imply that 8-month-old infants are capable of producing goal-directed oral gestures by matching the articulatory organ of an adult model.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="472047f9695fc0ea1e38a383641776e6" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":50542201,"asset_id":30088862,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/50542201/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="30088862"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="30088862"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 30088862; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=30088862]").text(description); $(".js-view-count[data-work-id=30088862]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 30088862; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='30088862']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="30088827"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/30088827/Effects_of_musical_training_and_culture_on_meter_perception"><img alt="Research paper thumbnail of Effects of musical training and culture on meter perception" class="work-thumbnail" src="https://attachments.academia-assets.com/50541773/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/30088827/Effects_of_musical_training_and_culture_on_meter_perception">Effects of musical training and culture on meter perception</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Western music is characterized primarily by simple meters, but a number of other musical cultures...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Western music is characterized primarily by simple meters, but a number of other musical cultures, including Turkish, have both simple and complex meters. In Experiment 1, Turkish and American adults with and without musical training were asked to detect metrical changes in Turkish music with simple and complex meter. Musicians performed significantly better than nonmusicians, and performance was significantly better on simple meter than on complex meter, but Turkish listeners performed no differently than American listeners. In Experiment 2, members of Turkish classical and folk music clubs who were tested on the same materials exhibited comparable sensitivity to simple and complex meters, unlike the American and Turkish listeners in Experiment 1. Together, the findings reveal important effects of musical training and culture on meter perception: trained musicians are generally more sensitive than nonmusicians, regardless of metrical complexity, but sensitivity to complex meter requires sufficient exposure to musical genres featuring such meters.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="225dad710961c0410b9f725e3d4b1e28" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":50541773,"asset_id":30088827,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/50541773/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="30088827"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="30088827"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 30088827; 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dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "225dad710961c0410b9f725e3d4b1e28" } } $('.js-work-strip[data-work-id=30088827]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":30088827,"title":"Effects of musical training and culture on meter perception","internal_url":"https://www.academia.edu/30088827/Effects_of_musical_training_and_culture_on_meter_perception","owner_id":3873217,"coauthors_can_edit":true,"owner":{"id":3873217,"first_name":"Sandra","middle_initials":null,"last_name":"Trehub","page_name":"SandraTrehub","domain_name":"utoronto","created_at":"2013-04-20T13:16:17.636-07:00","display_name":"Sandra Trehub","url":"https://utoronto.academia.edu/SandraTrehub"},"attachments":[{"id":50541773,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/50541773/thumbnails/1.jpg","file_name":"YatesEtAlPsyMus2016.pdf","download_url":"https://www.academia.edu/attachments/50541773/download_file","bulk_download_file_name":"Effects_of_musical_training_and_culture.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/50541773/YatesEtAlPsyMus2016-libre.pdf?1480098077=\u0026response-content-disposition=attachment%3B+filename%3DEffects_of_musical_training_and_culture.pdf\u0026Expires=1740043429\u0026Signature=GEqU~Zm1WMFIIvQi8sPNDulcZCCRUOY4CYTgBV2Jqh4Lrbks~D44DpmyrRRRSDMVSXBpYA9iBlUi0lGA1rOa0bJNRwrMJG9zFyUk0OrsdXK3kU7KF-WpBE~1boC1AYJxHejLzSiQSAL6kWjotCCG2PV8hm~rk-Iw70DKDZ6ArxmiEaSbdT6s4jBoTRbJ4skkvp8t7ooG04v3Hi92pvAZrcCRhGbppyz8C5VNTje1lZgz8mq2zSSpLWaIszTZxQe3yTckLSy-N4atY3M7rqZEkoTymbAm0DU7p8toDfZMkbFnV6BWZDxDTc1EAkkbclA2A0Pj3xLa9XQ17YMz~9v4Xg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="30088787"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/30088787/Exaggeration_of_Language_Specific_Rhythms_in_English_and_French_Childrens_Songs"><img alt="Research paper thumbnail of Exaggeration of Language-Specific Rhythms in English and French Children's Songs" class="work-thumbnail" src="https://attachments.academia-assets.com/50541590/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/30088787/Exaggeration_of_Language_Specific_Rhythms_in_English_and_French_Childrens_Songs">Exaggeration of Language-Specific Rhythms in English and French Children's Songs</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The available evidence indicates that the music of a culture reflects the speech rhythm of the pr...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The available evidence indicates that the music of a culture reflects the speech rhythm of the prevailing language. The normalized pairwise variability index (nPVI) is a measure of durational contrast between successive events that can be applied to vowels in speech and to notes in music. Music–language parallels may have implications for the acquisition of language and music, but it is unclear whether native-language rhythms are reflected in children's songs. In general, children's songs exhibit greater rhythmic regularity than adults' songs, in line with their caregiving goals and frequent coordination with rhythmic movement. Accordingly, one might expect lower nPVI values (i.e., lower variability) for such songs regardless of culture. In addition to their caregiving goals, children's songs may serve an intuitive didactic function by modeling culturally relevant content and structure for music and language. One might therefore expect pronounced rhythmic parallels between children's songs and language of origin. To evaluate these predictions, we analyzed a corpus of 269 English and French songs from folk and children's music anthologies. As in prior work, nPVI values were significantly higher for English than for French children's songs. For folk songs (i.e., songs not for children), the difference in nPVI for English and French songs was small and in the expected direction but non-significant. We subsequently collected ratings from American and French monolingual and bilingual adults, who rated their familiarity with each song, how much they liked it, and whether or not they thought it was a children's song. Listeners gave higher familiarity and liking ratings to songs from their own culture, and they gave higher familiarity and preference ratings to children's songs than to other songs. Although higher child-directedness ratings were given to children's than to folk songs, French listeners drove this effect, and their ratings were uniquely predicted by nPVI. Together, these findings suggest that language-based rhythmic structures are evident in children's songs, and that listeners expect exaggerated language-based rhythms in children's songs. The implications of these findings for enculturation processes and for the acquisition of music and language are discussed.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b503be8b88c21d90dd90c39fad4031ca" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":50541590,"asset_id":30088787,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/50541590/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="30088787"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="30088787"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 30088787; 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For cross-cultural research to thrive, it will require collaboration between people from different disciplinary backgrounds, as well as strategies for overcoming differences in assumptions, methods, and terminology. This position paper surveys the current state of the field and offers a number of concrete recommendations focused on issues involving ethics, empirical methods, and definitions of ''music'' and ''culture.''</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="5828fbc989799e38d2b51f2d7a1f8c16" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":66300860,"asset_id":46943731,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/66300860/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="46943731"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="46943731"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 46943731; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=46943731]").text(description); $(".js-view-count[data-work-id=46943731]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 46943731; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='46943731']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "5828fbc989799e38d2b51f2d7a1f8c16" } } $('.js-work-strip[data-work-id=46943731]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":46943731,"title":"CROSS-CULTURAL WORK I N MUSIC COGNITION: CHALLENGES, INSIGHTS, AND RECOMMENDATIONS Cross-Cultural Work in Music Cognition 185","translated_title":"","metadata":{"doi":"10.1525/MP.2020.37.3.185","abstract":"MANY FOUNDATIONAL QUESTIONS IN THE psychology of music require cross-cultural approaches, yet the vast majority of work in the field to date has been conducted with Western participants and Western music. 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FOUNDATIONAL QUESTIONS IN THE psychology of music require cross-cultural approaches, yet the vast majority of work in the field to date has been conducted with Western participants and Western music. 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Addressing these concerns, we report on a large-scale, multisite study aimed at (a) assessing the overall replicability<br />of a single theoretically important phenomenon and (b) examining methodological, cultural, and developmental moderators. We focus on infants’ preference for infant-directed speech (IDS) over adult-directed speech (ADS). Stimuli of mothers speaking to their infants and to an adult in North American English were created using seminaturalistic<br />laboratory-based audio recordings. Infants’ relative preference for IDS and ADS was assessed across 67 laboratories in North America, Europe, Australia, and Asia using the three common methods for measuring infants’ discrimination (head-turn preference, central fixation, and eye tracking). The overall meta-analytic effect size (Cohen’s d) was 0.35,<br />95% confidence interval = [0.29, 0.42], which was reliably above zero but smaller than the meta-analytic mean computed from previous literature (0.67). The IDS preference was significantly stronger in older children, in those children for whom the stimuli matched their native language and dialect, and in data from labs using the head-turn preference<br />procedure. Together, these findings replicate the IDS preference but suggest that its magnitude is modulated by development, native-language experience, and testing procedure.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4014a2374ee23eacd7f6e6f08cf45dfb" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":66300504,"asset_id":46942682,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/66300504/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="46942682"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="46942682"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 46942682; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=46942682]").text(description); $(".js-view-count[data-work-id=46942682]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 46942682; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='46942682']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="46942534"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/46942534/Effects_of_Maternal_Singing_Style_on_Mother_Infant_Arousal_and_Behavior"><img alt="Research paper thumbnail of Effects of Maternal Singing Style on Mother-Infant Arousal and Behavior" class="work-thumbnail" src="https://attachments.academia-assets.com/66300444/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/46942534/Effects_of_Maternal_Singing_Style_on_Mother_Infant_Arousal_and_Behavior">Effects of Maternal Singing Style on Mother-Infant Arousal and Behavior</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://utoronto.academia.edu/SandraTrehub">Sandra Trehub</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://utoronto.academia.edu/LauraCirelli">Laura Cirelli</a></span></div><div class="wp-workCard_item"><span>Journal of Cognitive Neuroscience</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">■ Mothers around the world sing to infants, presumably to regulate their mood and arousal. Lullab...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">■ Mothers around the world sing to infants, presumably to regulate their mood and arousal. Lullabies and playsongs differ stylistically and have distinctive goals. Mothers sing lullabies to soothe and calm infants and playsongs to engage and excite infants. In this study, mothers repeatedly sang Twinkle, Twinkle, Little Star to their infants (n = 30 dyads), alternating between soothing and playful renditions. Infant attention and mother-infant arousal (i.e., skin conductivity) were recorded continuously. During soothing renditions, mother and infant arousal decreased below initial levels as the singing progressed. During playful renditions, maternal and infant arousal remained stable. Moreover, infants exhibited greater attention to mother during playful renditions than during soothing renditions. Mothers' playful renditions were faster , higher in pitch, louder, and characterized by greater pulse clarity than their soothing renditions. Mothers also produced more energetic rhythmic movements during their playful renditions. These findings highlight the contrastive nature and consequences of lullabies and playsongs. ■</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="3b0d2be86540c7fa85de2fa7a7ac62aa" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":66300444,"asset_id":46942534,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/66300444/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="46942534"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="46942534"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 46942534; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=46942534]").text(description); $(".js-view-count[data-work-id=46942534]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 46942534; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='46942534']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "3b0d2be86540c7fa85de2fa7a7ac62aa" } } $('.js-work-strip[data-work-id=46942534]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":46942534,"title":"Effects of Maternal Singing Style on Mother-Infant Arousal and Behavior","translated_title":"","metadata":{"doi":"10.1162/jocn_a_01402","abstract":"■ Mothers around the world sing to infants, presumably to regulate their mood and arousal. 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These findings highlight the contrastive nature and consequences of lullabies and playsongs. ■","internal_url":"https://www.academia.edu/46942534/Effects_of_Maternal_Singing_Style_on_Mother_Infant_Arousal_and_Behavior","translated_internal_url":"","created_at":"2021-04-19T06:02:20.879-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":3873217,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":36452778,"work_id":46942534,"tagging_user_id":3873217,"tagged_user_id":13570196,"co_author_invite_id":null,"email":"l***i@gmail.com","affiliation":"University of Toronto","display_order":1,"name":"Laura Cirelli","title":"Effects of Maternal Singing Style on Mother-Infant Arousal and Behavior"}],"downloadable_attachments":[{"id":66300444,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/66300444/thumbnails/1.jpg","file_name":"CirelliJurewiczTrehubJoCN2020.pdf","download_url":"https://www.academia.edu/attachments/66300444/download_file","bulk_download_file_name":"Effects_of_Maternal_Singing_Style_on_Mot.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/66300444/CirelliJurewiczTrehubJoCN2020-libre.pdf?1618837874=\u0026response-content-disposition=attachment%3B+filename%3DEffects_of_Maternal_Singing_Style_on_Mot.pdf\u0026Expires=1738804730\u0026Signature=KR76-FqyaKFdDtNEdeiCsfvbrT80NfWIMJ384thMDJ~0czJ1SYIpM4ghp0E4RJV6ogczALltm2UE90VDVZJMqapHtLEcy6L~P0OsBG0MMrlBHmbzV59bBzMRdNuTd5xVWGv7YnhFTr98QjILTZRT2wD5-jWtpjwsILIdXbm8x00jb9Ud8ZeOraWrCPa2TJ87PXV0hukhEyPjXaJcsHYG27tjsNnqhyoHVcTuQ1haAs1XWBNVR6hDU82l4Ta6WPDtuWcDvlyVqZBRrpRcgGfG796EktImK3PfAllC3WbpnOgBdcs69tXav~oluY4EQztwtEIp3jJyfSnCOCXRZJ6oLA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Effects_of_Maternal_Singing_Style_on_Mother_Infant_Arousal_and_Behavior","translated_slug":"","page_count":8,"language":"en","content_type":"Work","summary":"■ Mothers around the world sing to infants, presumably to regulate their mood and arousal. Lullabies and playsongs differ stylistically and have distinctive goals. Mothers sing lullabies to soothe and calm infants and playsongs to engage and excite infants. In this study, mothers repeatedly sang Twinkle, Twinkle, Little Star to their infants (n = 30 dyads), alternating between soothing and playful renditions. Infant attention and mother-infant arousal (i.e., skin conductivity) were recorded continuously. During soothing renditions, mother and infant arousal decreased below initial levels as the singing progressed. During playful renditions, maternal and infant arousal remained stable. Moreover, infants exhibited greater attention to mother during playful renditions than during soothing renditions. Mothers' playful renditions were faster , higher in pitch, louder, and characterized by greater pulse clarity than their soothing renditions. Mothers also produced more energetic rhythmic movements during their playful renditions. These findings highlight the contrastive nature and consequences of lullabies and playsongs. ■","owner":{"id":3873217,"first_name":"Sandra","middle_initials":null,"last_name":"Trehub","page_name":"SandraTrehub","domain_name":"utoronto","created_at":"2013-04-20T13:16:17.636-07:00","display_name":"Sandra Trehub","url":"https://utoronto.academia.edu/SandraTrehub"},"attachments":[{"id":66300444,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/66300444/thumbnails/1.jpg","file_name":"CirelliJurewiczTrehubJoCN2020.pdf","download_url":"https://www.academia.edu/attachments/66300444/download_file","bulk_download_file_name":"Effects_of_Maternal_Singing_Style_on_Mot.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/66300444/CirelliJurewiczTrehubJoCN2020-libre.pdf?1618837874=\u0026response-content-disposition=attachment%3B+filename%3DEffects_of_Maternal_Singing_Style_on_Mot.pdf\u0026Expires=1738804730\u0026Signature=KR76-FqyaKFdDtNEdeiCsfvbrT80NfWIMJ384thMDJ~0czJ1SYIpM4ghp0E4RJV6ogczALltm2UE90VDVZJMqapHtLEcy6L~P0OsBG0MMrlBHmbzV59bBzMRdNuTd5xVWGv7YnhFTr98QjILTZRT2wD5-jWtpjwsILIdXbm8x00jb9Ud8ZeOraWrCPa2TJ87PXV0hukhEyPjXaJcsHYG27tjsNnqhyoHVcTuQ1haAs1XWBNVR6hDU82l4Ta6WPDtuWcDvlyVqZBRrpRcgGfG796EktImK3PfAllC3WbpnOgBdcs69tXav~oluY4EQztwtEIp3jJyfSnCOCXRZJ6oLA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":252,"name":"Developmental Psychology","url":"https://www.academia.edu/Documents/in/Developmental_Psychology"},{"id":12478,"name":"Emotion Regulation","url":"https://www.academia.edu/Documents/in/Emotion_Regulation"},{"id":82943,"name":"Singing","url":"https://www.academia.edu/Documents/in/Singing"},{"id":85695,"name":"Music Perception and Cognition","url":"https://www.academia.edu/Documents/in/Music_Perception_and_Cognition"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="46942276"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/46942276/Familiar_Songs_Reduce_Infant_Distress"><img alt="Research paper thumbnail of Familiar Songs Reduce Infant Distress" class="work-thumbnail" src="https://attachments.academia-assets.com/66300398/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/46942276/Familiar_Songs_Reduce_Infant_Distress">Familiar Songs Reduce Infant Distress</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://utoronto.academia.edu/SandraTrehub">Sandra Trehub</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://utoronto.academia.edu/LauraCirelli">Laura Cirelli</a></span></div><div class="wp-workCard_item"><span>Developmental Psychology</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Parents commonly vocalize to infants to mitigate their distress, especially when holding them is ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Parents commonly vocalize to infants to mitigate their distress, especially when holding them is not possible. Here we examined the relative efficacy of parents' speech and singing (familiar and unfamiliar songs) in alleviating the distress of 8-and 10-month-old infants (n ϭ 68 per age group). Parent-infant dyads participated in 3 trials of the Still Face procedure, featuring a 2-min Play Phase, a Still Face phase (parents immobile and unresponsive for 1 min or until infants became visibly distressed), and a 2-min Reunion Phase in which caregivers attempted to reverse infant distress by (a) singing a highly familiar song, (b) singing an unfamiliar song, or (c) expressive talking (order counterbalanced across dyads). In the Reunion Phase, talking led to increased negative affect in both age groups, in contrast to singing familiar or unfamiliar songs, which increased infant attention to parent and decreased negative affect. The favorable consequences were greatest for familiar songs, which also generated increased smiling. Skin conductance recorded from a subset of infants (n ϭ 36 younger, 41 older infants) revealed that arousal levels were highest for the talking reunion, lowest for unfamiliar songs, and intermediate for familiar songs. The arousal effects, considered in conjunction with the behavioral effects, confirm that songs are more effective than speech at mitigating infant distress. We suggest, moreover, that familiar songs generate higher infant arousal than unfamiliar songs because they evoke excitement, reflected in modestly elevated arousal as well as pleasure, in contrast to more subdued responses to unfamiliar songs.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="447af24b4443a46474dff02b321f8405" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":66300398,"asset_id":46942276,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/66300398/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="46942276"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="46942276"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 46942276; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=46942276]").text(description); $(".js-view-count[data-work-id=46942276]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 46942276; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='46942276']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "447af24b4443a46474dff02b321f8405" } } $('.js-work-strip[data-work-id=46942276]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":46942276,"title":"Familiar Songs Reduce Infant Distress","translated_title":"","metadata":{"doi":"10.1037/dev0000917","abstract":"Parents commonly vocalize to infants to mitigate their distress, especially when holding them is not possible. Here we examined the relative efficacy of parents' speech and singing (familiar and unfamiliar songs) in alleviating the distress of 8-and 10-month-old infants (n ϭ 68 per age group). Parent-infant dyads participated in 3 trials of the Still Face procedure, featuring a 2-min Play Phase, a Still Face phase (parents immobile and unresponsive for 1 min or until infants became visibly distressed), and a 2-min Reunion Phase in which caregivers attempted to reverse infant distress by (a) singing a highly familiar song, (b) singing an unfamiliar song, or (c) expressive talking (order counterbalanced across dyads). In the Reunion Phase, talking led to increased negative affect in both age groups, in contrast to singing familiar or unfamiliar songs, which increased infant attention to parent and decreased negative affect. The favorable consequences were greatest for familiar songs, which also generated increased smiling. Skin conductance recorded from a subset of infants (n ϭ 36 younger, 41 older infants) revealed that arousal levels were highest for the talking reunion, lowest for unfamiliar songs, and intermediate for familiar songs. The arousal effects, considered in conjunction with the behavioral effects, confirm that songs are more effective than speech at mitigating infant distress. We suggest, moreover, that familiar songs generate higher infant arousal than unfamiliar songs because they evoke excitement, reflected in modestly elevated arousal as well as pleasure, in contrast to more subdued responses to unfamiliar songs.","ai_title_tag":"Familiar Songs Ease Infant Distress More Effectively","publication_date":{"day":null,"month":null,"year":2020,"errors":{}},"publication_name":"Developmental Psychology"},"translated_abstract":"Parents commonly vocalize to infants to mitigate their distress, especially when holding them is not possible. Here we examined the relative efficacy of parents' speech and singing (familiar and unfamiliar songs) in alleviating the distress of 8-and 10-month-old infants (n ϭ 68 per age group). Parent-infant dyads participated in 3 trials of the Still Face procedure, featuring a 2-min Play Phase, a Still Face phase (parents immobile and unresponsive for 1 min or until infants became visibly distressed), and a 2-min Reunion Phase in which caregivers attempted to reverse infant distress by (a) singing a highly familiar song, (b) singing an unfamiliar song, or (c) expressive talking (order counterbalanced across dyads). In the Reunion Phase, talking led to increased negative affect in both age groups, in contrast to singing familiar or unfamiliar songs, which increased infant attention to parent and decreased negative affect. The favorable consequences were greatest for familiar songs, which also generated increased smiling. Skin conductance recorded from a subset of infants (n ϭ 36 younger, 41 older infants) revealed that arousal levels were highest for the talking reunion, lowest for unfamiliar songs, and intermediate for familiar songs. The arousal effects, considered in conjunction with the behavioral effects, confirm that songs are more effective than speech at mitigating infant distress. We suggest, moreover, that familiar songs generate higher infant arousal than unfamiliar songs because they evoke excitement, reflected in modestly elevated arousal as well as pleasure, in contrast to more subdued responses to unfamiliar songs.","internal_url":"https://www.academia.edu/46942276/Familiar_Songs_Reduce_Infant_Distress","translated_internal_url":"","created_at":"2021-04-19T05:56:40.668-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":3873217,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":36452729,"work_id":46942276,"tagging_user_id":3873217,"tagged_user_id":13570196,"co_author_invite_id":null,"email":"l***i@gmail.com","affiliation":"University of Toronto","display_order":1,"name":"Laura Cirelli","title":"Familiar Songs Reduce Infant Distress"}],"downloadable_attachments":[{"id":66300398,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/66300398/thumbnails/1.jpg","file_name":"CirelliTrehubDevPsy2020.pdf","download_url":"https://www.academia.edu/attachments/66300398/download_file","bulk_download_file_name":"Familiar_Songs_Reduce_Infant_Distress.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/66300398/CirelliTrehubDevPsy2020-libre.pdf?1618837886=\u0026response-content-disposition=attachment%3B+filename%3DFamiliar_Songs_Reduce_Infant_Distress.pdf\u0026Expires=1738749444\u0026Signature=d8nCnTet22fGlmA-5J1~Ot8bprpQZeS4hnAdRlgVpa3qWBPIOmyV~MoMZJTJ9ZKHNGP1jft6dgoACAB9OqPDMI-HOlWfiWVpMgBZdaLbif~LPHf9pVDxykSXYMXRGKqcTc4Asujj9tBQGkhkHOhvtAkvjUEvGAeWyfqL96a4G~qFpT2kp53iGj7YUjB3yc0WFVX1TsB3st9M99qviNpgoKyRdVS7OfukKcDUH5QgFo96-YDB7pWnnvArGxCh-FG7-E8Ocju4kwlqC0G5qV1NlnMXG84yX~aIljAM1KQ6WERjft-iYN0c-Y-8NhCyZ6zr57s7wx3uIk1Cbd0O~yp7Mg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Familiar_Songs_Reduce_Infant_Distress","translated_slug":"","page_count":8,"language":"en","content_type":"Work","summary":"Parents commonly vocalize to infants to mitigate their distress, especially when holding them is not possible. Here we examined the relative efficacy of parents' speech and singing (familiar and unfamiliar songs) in alleviating the distress of 8-and 10-month-old infants (n ϭ 68 per age group). Parent-infant dyads participated in 3 trials of the Still Face procedure, featuring a 2-min Play Phase, a Still Face phase (parents immobile and unresponsive for 1 min or until infants became visibly distressed), and a 2-min Reunion Phase in which caregivers attempted to reverse infant distress by (a) singing a highly familiar song, (b) singing an unfamiliar song, or (c) expressive talking (order counterbalanced across dyads). In the Reunion Phase, talking led to increased negative affect in both age groups, in contrast to singing familiar or unfamiliar songs, which increased infant attention to parent and decreased negative affect. The favorable consequences were greatest for familiar songs, which also generated increased smiling. Skin conductance recorded from a subset of infants (n ϭ 36 younger, 41 older infants) revealed that arousal levels were highest for the talking reunion, lowest for unfamiliar songs, and intermediate for familiar songs. The arousal effects, considered in conjunction with the behavioral effects, confirm that songs are more effective than speech at mitigating infant distress. We suggest, moreover, that familiar songs generate higher infant arousal than unfamiliar songs because they evoke excitement, reflected in modestly elevated arousal as well as pleasure, in contrast to more subdued responses to unfamiliar songs.","owner":{"id":3873217,"first_name":"Sandra","middle_initials":null,"last_name":"Trehub","page_name":"SandraTrehub","domain_name":"utoronto","created_at":"2013-04-20T13:16:17.636-07:00","display_name":"Sandra Trehub","url":"https://utoronto.academia.edu/SandraTrehub"},"attachments":[{"id":66300398,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/66300398/thumbnails/1.jpg","file_name":"CirelliTrehubDevPsy2020.pdf","download_url":"https://www.academia.edu/attachments/66300398/download_file","bulk_download_file_name":"Familiar_Songs_Reduce_Infant_Distress.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/66300398/CirelliTrehubDevPsy2020-libre.pdf?1618837886=\u0026response-content-disposition=attachment%3B+filename%3DFamiliar_Songs_Reduce_Infant_Distress.pdf\u0026Expires=1738749444\u0026Signature=d8nCnTet22fGlmA-5J1~Ot8bprpQZeS4hnAdRlgVpa3qWBPIOmyV~MoMZJTJ9ZKHNGP1jft6dgoACAB9OqPDMI-HOlWfiWVpMgBZdaLbif~LPHf9pVDxykSXYMXRGKqcTc4Asujj9tBQGkhkHOhvtAkvjUEvGAeWyfqL96a4G~qFpT2kp53iGj7YUjB3yc0WFVX1TsB3st9M99qviNpgoKyRdVS7OfukKcDUH5QgFo96-YDB7pWnnvArGxCh-FG7-E8Ocju4kwlqC0G5qV1NlnMXG84yX~aIljAM1KQ6WERjft-iYN0c-Y-8NhCyZ6zr57s7wx3uIk1Cbd0O~yp7Mg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":252,"name":"Developmental Psychology","url":"https://www.academia.edu/Documents/in/Developmental_Psychology"},{"id":29470,"name":"Infancy","url":"https://www.academia.edu/Documents/in/Infancy"},{"id":82943,"name":"Singing","url":"https://www.academia.edu/Documents/in/Singing"},{"id":85695,"name":"Music Perception and Cognition","url":"https://www.academia.edu/Documents/in/Music_Perception_and_Cognition"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="46942171"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/46942171/Development_of_Consonance_Preferences_in_Western_Listeners"><img alt="Research paper thumbnail of Development of Consonance Preferences in Western Listeners" class="work-thumbnail" src="https://attachments.academia-assets.com/66300329/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/46942171/Development_of_Consonance_Preferences_in_Western_Listeners">Development of Consonance Preferences in Western Listeners</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://utoronto.academia.edu/SandraTrehub">Sandra Trehub</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://utoronto.academia.edu/LauraCirelli">Laura Cirelli</a></span></div><div class="wp-workCard_item"><span>Journal of Experimental Psychology: General</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Many scholars consider preferences for consonance, as defined by Western music theorists, to be b...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Many scholars consider preferences for consonance, as defined by Western music theorists, to be based primarily on biological factors, while others emphasize experiential factors, notably the nature of musical exposure. Cross-cultural experiments suggest that consonance preferences are shaped by musical experience , implying that preferences should emerge or become stronger over development for individuals in Western cultures. However, little is known about this developmental trajectory. We measured preferences for the consonance of simultaneous sounds and related acoustic properties in children and adults to characterize their developmental course and dependence on musical experience. In Study 1, adults and children 6 to 10 years of age rated their liking of simultaneous tone combinations (dyads) and affective vocalizations. Preferences for consonance increased with age and were predicted by changing preferences for harmonicity-the degree to which a sound's frequencies are multiples of a common fundamental frequency-but not by evaluations of beating-fluctuations in amplitude that occur when frequencies are close but not identical, producing the sensation of acoustic roughness. In Study 2, musically trained adults and 10-year-old children also rated the same stimuli. Age and musical training were associated with enhanced preference for consonance. Both measures of experience were associated with an enhanced preference for harmonicity, but were unrelated to evaluations of beating stimuli. The findings are consistent with cross-cultural evidence and the effects of musicianship in Western adults in linking Western musical experience to preferences for consonance and harmonicity.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="085cc9d1daefa0cb4eca3f9116f3aa60" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":66300329,"asset_id":46942171,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/66300329/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="46942171"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="46942171"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 46942171; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=46942171]").text(description); $(".js-view-count[data-work-id=46942171]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 46942171; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='46942171']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "085cc9d1daefa0cb4eca3f9116f3aa60" } } $('.js-work-strip[data-work-id=46942171]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":46942171,"title":"Development of Consonance Preferences in Western Listeners","translated_title":"","metadata":{"doi":"10.1037/xge0000680","abstract":"Many scholars consider preferences for consonance, as defined by Western music theorists, to be based primarily on biological factors, while others emphasize experiential factors, notably the nature of musical exposure. Cross-cultural experiments suggest that consonance preferences are shaped by musical experience , implying that preferences should emerge or become stronger over development for individuals in Western cultures. However, little is known about this developmental trajectory. We measured preferences for the consonance of simultaneous sounds and related acoustic properties in children and adults to characterize their developmental course and dependence on musical experience. In Study 1, adults and children 6 to 10 years of age rated their liking of simultaneous tone combinations (dyads) and affective vocalizations. Preferences for consonance increased with age and were predicted by changing preferences for harmonicity-the degree to which a sound's frequencies are multiples of a common fundamental frequency-but not by evaluations of beating-fluctuations in amplitude that occur when frequencies are close but not identical, producing the sensation of acoustic roughness. In Study 2, musically trained adults and 10-year-old children also rated the same stimuli. Age and musical training were associated with enhanced preference for consonance. Both measures of experience were associated with an enhanced preference for harmonicity, but were unrelated to evaluations of beating stimuli. The findings are consistent with cross-cultural evidence and the effects of musicianship in Western adults in linking Western musical experience to preferences for consonance and harmonicity.","publication_date":{"day":null,"month":null,"year":2020,"errors":{}},"publication_name":"Journal of Experimental Psychology: General"},"translated_abstract":"Many scholars consider preferences for consonance, as defined by Western music theorists, to be based primarily on biological factors, while others emphasize experiential factors, notably the nature of musical exposure. Cross-cultural experiments suggest that consonance preferences are shaped by musical experience , implying that preferences should emerge or become stronger over development for individuals in Western cultures. However, little is known about this developmental trajectory. We measured preferences for the consonance of simultaneous sounds and related acoustic properties in children and adults to characterize their developmental course and dependence on musical experience. In Study 1, adults and children 6 to 10 years of age rated their liking of simultaneous tone combinations (dyads) and affective vocalizations. Preferences for consonance increased with age and were predicted by changing preferences for harmonicity-the degree to which a sound's frequencies are multiples of a common fundamental frequency-but not by evaluations of beating-fluctuations in amplitude that occur when frequencies are close but not identical, producing the sensation of acoustic roughness. In Study 2, musically trained adults and 10-year-old children also rated the same stimuli. Age and musical training were associated with enhanced preference for consonance. Both measures of experience were associated with an enhanced preference for harmonicity, but were unrelated to evaluations of beating stimuli. The findings are consistent with cross-cultural evidence and the effects of musicianship in Western adults in linking Western musical experience to preferences for consonance and harmonicity.","internal_url":"https://www.academia.edu/46942171/Development_of_Consonance_Preferences_in_Western_Listeners","translated_internal_url":"","created_at":"2021-04-19T05:48:37.577-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":3873217,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":36452701,"work_id":46942171,"tagging_user_id":3873217,"tagged_user_id":13570196,"co_author_invite_id":null,"email":"l***i@gmail.com","affiliation":"University of Toronto","display_order":2,"name":"Laura Cirelli","title":"Development of Consonance Preferences in Western Listeners"},{"id":36452702,"work_id":46942171,"tagging_user_id":3873217,"tagged_user_id":47007167,"co_author_invite_id":null,"email":"r***3@gmail.com","display_order":3,"name":"Josh Mcdermott","title":"Development of Consonance Preferences in Western Listeners"}],"downloadable_attachments":[{"id":66300329,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/66300329/thumbnails/1.jpg","file_name":"WeissCirelliMcDermottTrehubJEPG2020.pdf","download_url":"https://www.academia.edu/attachments/66300329/download_file","bulk_download_file_name":"Development_of_Consonance_Preferences_in.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/66300329/WeissCirelliMcDermottTrehubJEPG2020-libre.pdf?1618837898=\u0026response-content-disposition=attachment%3B+filename%3DDevelopment_of_Consonance_Preferences_in.pdf\u0026Expires=1738749444\u0026Signature=JMiYLmO63zytDGlsQGLpqmwhrVAw4~Kf6MntKRDVBGfV0hg2HGEBK-ufLzHVWS~BDIEYoCZpO2YkWTC8HC0-lJHKegkR9OJYmVJt3Ul9ZXCd3TJ1XEDKev5GT4rI8Z10Li5Wb~nW3mn15vAMpCuG5hWRAdEIJ3BmVdCEJ5b8Md4wlwbUcFNmBHaJA02lfPIQwKwi2hFRWHYw86KpRXHYLWjBzHSey5im9Tx9Jo5cZ9OAB2V2TQU5ysm25DCDOK3IjyG5WgHfL~eMABN6VU22bnPH2xTBDK~q3PJvkFhe1r5mfJ24gFFRU4mDryvXhDUsybHfYlqsqBYkNo9H2OhNTw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Development_of_Consonance_Preferences_in_Western_Listeners","translated_slug":"","page_count":16,"language":"en","content_type":"Work","summary":"Many scholars consider preferences for consonance, as defined by Western music theorists, to be based primarily on biological factors, while others emphasize experiential factors, notably the nature of musical exposure. Cross-cultural experiments suggest that consonance preferences are shaped by musical experience , implying that preferences should emerge or become stronger over development for individuals in Western cultures. However, little is known about this developmental trajectory. We measured preferences for the consonance of simultaneous sounds and related acoustic properties in children and adults to characterize their developmental course and dependence on musical experience. In Study 1, adults and children 6 to 10 years of age rated their liking of simultaneous tone combinations (dyads) and affective vocalizations. Preferences for consonance increased with age and were predicted by changing preferences for harmonicity-the degree to which a sound's frequencies are multiples of a common fundamental frequency-but not by evaluations of beating-fluctuations in amplitude that occur when frequencies are close but not identical, producing the sensation of acoustic roughness. In Study 2, musically trained adults and 10-year-old children also rated the same stimuli. Age and musical training were associated with enhanced preference for consonance. Both measures of experience were associated with an enhanced preference for harmonicity, but were unrelated to evaluations of beating stimuli. The findings are consistent with cross-cultural evidence and the effects of musicianship in Western adults in linking Western musical experience to preferences for consonance and harmonicity.","owner":{"id":3873217,"first_name":"Sandra","middle_initials":null,"last_name":"Trehub","page_name":"SandraTrehub","domain_name":"utoronto","created_at":"2013-04-20T13:16:17.636-07:00","display_name":"Sandra Trehub","url":"https://utoronto.academia.edu/SandraTrehub"},"attachments":[{"id":66300329,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/66300329/thumbnails/1.jpg","file_name":"WeissCirelliMcDermottTrehubJEPG2020.pdf","download_url":"https://www.academia.edu/attachments/66300329/download_file","bulk_download_file_name":"Development_of_Consonance_Preferences_in.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/66300329/WeissCirelliMcDermottTrehubJEPG2020-libre.pdf?1618837898=\u0026response-content-disposition=attachment%3B+filename%3DDevelopment_of_Consonance_Preferences_in.pdf\u0026Expires=1738749444\u0026Signature=JMiYLmO63zytDGlsQGLpqmwhrVAw4~Kf6MntKRDVBGfV0hg2HGEBK-ufLzHVWS~BDIEYoCZpO2YkWTC8HC0-lJHKegkR9OJYmVJt3Ul9ZXCd3TJ1XEDKev5GT4rI8Z10Li5Wb~nW3mn15vAMpCuG5hWRAdEIJ3BmVdCEJ5b8Md4wlwbUcFNmBHaJA02lfPIQwKwi2hFRWHYw86KpRXHYLWjBzHSey5im9Tx9Jo5cZ9OAB2V2TQU5ysm25DCDOK3IjyG5WgHfL~eMABN6VU22bnPH2xTBDK~q3PJvkFhe1r5mfJ24gFFRU4mDryvXhDUsybHfYlqsqBYkNo9H2OhNTw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":252,"name":"Developmental Psychology","url":"https://www.academia.edu/Documents/in/Developmental_Psychology"},{"id":85695,"name":"Music Perception and Cognition","url":"https://www.academia.edu/Documents/in/Music_Perception_and_Cognition"},{"id":749609,"name":"Consonance and Dissonance","url":"https://www.academia.edu/Documents/in/Consonance_and_Dissonance"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="39809851"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/39809851/CASE_REPORT_Dancing_to_Metallica_and_Dora_Case_Study_of_a_19_Month_Old"><img alt="Research paper thumbnail of CASE REPORT Dancing to Metallica and Dora: Case Study of a 19-Month-Old" class="work-thumbnail" src="https://attachments.academia-assets.com/59995123/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/39809851/CASE_REPORT_Dancing_to_Metallica_and_Dora_Case_Study_of_a_19_Month_Old">CASE REPORT Dancing to Metallica and Dora: Case Study of a 19-Month-Old</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://utoronto.academia.edu/SandraTrehub">Sandra Trehub</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://utoronto.academia.edu/LauraCirelli">Laura Cirelli</a></span></div><div class="wp-workCard_item"><span>Frontiers in Psychology</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Rhythmic movement to music, whether deliberate (e.g., dancing) or inadvertent (e.g., foot-tapping...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Rhythmic movement to music, whether deliberate (e.g., dancing) or inadvertent (e.g., foot-tapping), is ubiquitous. Although parents commonly report that infants move rhythmically to music, especially to familiar music in familiar environments, there has been little systematic study of this behavior. As a preliminary exploration of infants' movement to music in their home environment, we studied V, an infant who began moving rhythmically to music at 6 months of age. Our primary goal was to generate testable hypotheses about movement to music in infancy. Across nine sessions, beginning when V was almost 19 months of age and ending 8 weeks later, she was video-recorded by her mother during the presentation of 60-s excerpts from two familiar and two unfamiliar songs presented at three tempos-the original song tempo as well as faster and slower versions. V exhibited a number of repeated dance movements such as head-bobbing, arm-pumping, torso twists, and bouncing. She danced most to Metallica's Now that We're Dead, a recording that her father played daily in V's presence, often dancing with her while it played. Its high pulse clarity, in conjunction with familiarity, may have increased V's propensity to dance, as reflected in lesser dancing to familiar music with low pulse clarity and to unfamiliar music with high pulse clarity. V moved faster to faster music but only for unfamiliar music, perhaps because arousal drove her movement to familiar music. Her movement to music was positively correlated with smiling, highlighting the pleasurable nature of the experience. Rhythmic movement to music may have enhanced her pleasure, and the joy of listening may have promoted her movement. On the basis of behavior observed in this case study, we propose a scaled-up study to obtain definitive evidence about the effects of song familiarity and specific musical features on infant rhythmic movement, the developmental trajectory of dance skills, and the typical range of variation in such skills.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4b3186c006851b7436837d14c44257f0" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":59995123,"asset_id":39809851,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/59995123/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="39809851"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="39809851"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 39809851; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=39809851]").text(description); $(".js-view-count[data-work-id=39809851]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 39809851; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='39809851']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "4b3186c006851b7436837d14c44257f0" } } $('.js-work-strip[data-work-id=39809851]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":39809851,"title":"CASE REPORT Dancing to Metallica and Dora: Case Study of a 19-Month-Old","translated_title":"","metadata":{"doi":"10.3389/fpsyg.2019.01073","abstract":"Rhythmic movement to music, whether deliberate (e.g., dancing) or inadvertent (e.g., foot-tapping), is ubiquitous. Although parents commonly report that infants move rhythmically to music, especially to familiar music in familiar environments, there has been little systematic study of this behavior. As a preliminary exploration of infants' movement to music in their home environment, we studied V, an infant who began moving rhythmically to music at 6 months of age. Our primary goal was to generate testable hypotheses about movement to music in infancy. Across nine sessions, beginning when V was almost 19 months of age and ending 8 weeks later, she was video-recorded by her mother during the presentation of 60-s excerpts from two familiar and two unfamiliar songs presented at three tempos-the original song tempo as well as faster and slower versions. V exhibited a number of repeated dance movements such as head-bobbing, arm-pumping, torso twists, and bouncing. She danced most to Metallica's Now that We're Dead, a recording that her father played daily in V's presence, often dancing with her while it played. Its high pulse clarity, in conjunction with familiarity, may have increased V's propensity to dance, as reflected in lesser dancing to familiar music with low pulse clarity and to unfamiliar music with high pulse clarity. V moved faster to faster music but only for unfamiliar music, perhaps because arousal drove her movement to familiar music. Her movement to music was positively correlated with smiling, highlighting the pleasurable nature of the experience. Rhythmic movement to music may have enhanced her pleasure, and the joy of listening may have promoted her movement. On the basis of behavior observed in this case study, we propose a scaled-up study to obtain definitive evidence about the effects of song familiarity and specific musical features on infant rhythmic movement, the developmental trajectory of dance skills, and the typical range of variation in such skills.","publication_date":{"day":null,"month":null,"year":2019,"errors":{}},"publication_name":"Frontiers in Psychology"},"translated_abstract":"Rhythmic movement to music, whether deliberate (e.g., dancing) or inadvertent (e.g., foot-tapping), is ubiquitous. Although parents commonly report that infants move rhythmically to music, especially to familiar music in familiar environments, there has been little systematic study of this behavior. As a preliminary exploration of infants' movement to music in their home environment, we studied V, an infant who began moving rhythmically to music at 6 months of age. Our primary goal was to generate testable hypotheses about movement to music in infancy. Across nine sessions, beginning when V was almost 19 months of age and ending 8 weeks later, she was video-recorded by her mother during the presentation of 60-s excerpts from two familiar and two unfamiliar songs presented at three tempos-the original song tempo as well as faster and slower versions. V exhibited a number of repeated dance movements such as head-bobbing, arm-pumping, torso twists, and bouncing. She danced most to Metallica's Now that We're Dead, a recording that her father played daily in V's presence, often dancing with her while it played. Its high pulse clarity, in conjunction with familiarity, may have increased V's propensity to dance, as reflected in lesser dancing to familiar music with low pulse clarity and to unfamiliar music with high pulse clarity. V moved faster to faster music but only for unfamiliar music, perhaps because arousal drove her movement to familiar music. Her movement to music was positively correlated with smiling, highlighting the pleasurable nature of the experience. Rhythmic movement to music may have enhanced her pleasure, and the joy of listening may have promoted her movement. On the basis of behavior observed in this case study, we propose a scaled-up study to obtain definitive evidence about the effects of song familiarity and specific musical features on infant rhythmic movement, the developmental trajectory of dance skills, and the typical range of variation in such skills.","internal_url":"https://www.academia.edu/39809851/CASE_REPORT_Dancing_to_Metallica_and_Dora_Case_Study_of_a_19_Month_Old","translated_internal_url":"","created_at":"2019-07-12T15:46:08.038-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":3873217,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":32809200,"work_id":39809851,"tagging_user_id":3873217,"tagged_user_id":13570196,"co_author_invite_id":6873618,"email":"l***i@gmail.com","affiliation":"University of Toronto","display_order":1,"name":"Laura Cirelli","title":"CASE REPORT Dancing to Metallica and Dora: Case Study of a 19-Month-Old"}],"downloadable_attachments":[{"id":59995123,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/59995123/thumbnails/1.jpg","file_name":"CirelliTrehubFrontiersPsy201920190712-99463-1nhzvdz.pdf","download_url":"https://www.academia.edu/attachments/59995123/download_file","bulk_download_file_name":"CASE_REPORT_Dancing_to_Metallica_and_Dor.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/59995123/CirelliTrehubFrontiersPsy201920190712-99463-1nhzvdz-libre.pdf?1562972160=\u0026response-content-disposition=attachment%3B+filename%3DCASE_REPORT_Dancing_to_Metallica_and_Dor.pdf\u0026Expires=1738749444\u0026Signature=WCcff7r-KY8nNmotCCV~GQ8G88E2YvVwCdTcA5V0vTR6bj62X8uTProKzv-fsJYtzp3X6AtngK0DDpfe6umh0VJB6IytSGndIJbYFFLCQOFgovIZarSCbrrWNhxR6Wqydt-Xtl0H0qLpTKpxqoK1qlvopdRKqcch8E-gZqVed6-HMOJgaUqfzAZf~~3yvyOCNkOTDpzUB2PiOZuOIAJ-fN2FwwkxNfcsWm~sbBWtZN0ruxc7CB2-93qXcuxGyMn6nKnDeXyAyxbVL5BLfLRXcQR-yL6ATpYjZ2ZipfQqvbtnZdcWlqx-oHlJ3xVgaq3G7s5-p9Q~U8AYYsDO-qdSgw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"CASE_REPORT_Dancing_to_Metallica_and_Dora_Case_Study_of_a_19_Month_Old","translated_slug":"","page_count":8,"language":"en","content_type":"Work","summary":"Rhythmic movement to music, whether deliberate (e.g., dancing) or inadvertent (e.g., foot-tapping), is ubiquitous. Although parents commonly report that infants move rhythmically to music, especially to familiar music in familiar environments, there has been little systematic study of this behavior. As a preliminary exploration of infants' movement to music in their home environment, we studied V, an infant who began moving rhythmically to music at 6 months of age. Our primary goal was to generate testable hypotheses about movement to music in infancy. Across nine sessions, beginning when V was almost 19 months of age and ending 8 weeks later, she was video-recorded by her mother during the presentation of 60-s excerpts from two familiar and two unfamiliar songs presented at three tempos-the original song tempo as well as faster and slower versions. V exhibited a number of repeated dance movements such as head-bobbing, arm-pumping, torso twists, and bouncing. She danced most to Metallica's Now that We're Dead, a recording that her father played daily in V's presence, often dancing with her while it played. Its high pulse clarity, in conjunction with familiarity, may have increased V's propensity to dance, as reflected in lesser dancing to familiar music with low pulse clarity and to unfamiliar music with high pulse clarity. V moved faster to faster music but only for unfamiliar music, perhaps because arousal drove her movement to familiar music. Her movement to music was positively correlated with smiling, highlighting the pleasurable nature of the experience. Rhythmic movement to music may have enhanced her pleasure, and the joy of listening may have promoted her movement. On the basis of behavior observed in this case study, we propose a scaled-up study to obtain definitive evidence about the effects of song familiarity and specific musical features on infant rhythmic movement, the developmental trajectory of dance skills, and the typical range of variation in such skills.","owner":{"id":3873217,"first_name":"Sandra","middle_initials":null,"last_name":"Trehub","page_name":"SandraTrehub","domain_name":"utoronto","created_at":"2013-04-20T13:16:17.636-07:00","display_name":"Sandra Trehub","url":"https://utoronto.academia.edu/SandraTrehub"},"attachments":[{"id":59995123,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/59995123/thumbnails/1.jpg","file_name":"CirelliTrehubFrontiersPsy201920190712-99463-1nhzvdz.pdf","download_url":"https://www.academia.edu/attachments/59995123/download_file","bulk_download_file_name":"CASE_REPORT_Dancing_to_Metallica_and_Dor.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/59995123/CirelliTrehubFrontiersPsy201920190712-99463-1nhzvdz-libre.pdf?1562972160=\u0026response-content-disposition=attachment%3B+filename%3DCASE_REPORT_Dancing_to_Metallica_and_Dor.pdf\u0026Expires=1738749444\u0026Signature=WCcff7r-KY8nNmotCCV~GQ8G88E2YvVwCdTcA5V0vTR6bj62X8uTProKzv-fsJYtzp3X6AtngK0DDpfe6umh0VJB6IytSGndIJbYFFLCQOFgovIZarSCbrrWNhxR6Wqydt-Xtl0H0qLpTKpxqoK1qlvopdRKqcch8E-gZqVed6-HMOJgaUqfzAZf~~3yvyOCNkOTDpzUB2PiOZuOIAJ-fN2FwwkxNfcsWm~sbBWtZN0ruxc7CB2-93qXcuxGyMn6nKnDeXyAyxbVL5BLfLRXcQR-yL6ATpYjZ2ZipfQqvbtnZdcWlqx-oHlJ3xVgaq3G7s5-p9Q~U8AYYsDO-qdSgw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":671,"name":"Music","url":"https://www.academia.edu/Documents/in/Music"},{"id":3886,"name":"Rhythm","url":"https://www.academia.edu/Documents/in/Rhythm"},{"id":29167,"name":"Dance","url":"https://www.academia.edu/Documents/in/Dance"},{"id":29470,"name":"Infancy","url":"https://www.academia.edu/Documents/in/Infancy"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="39790236"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/39790236/Trehub_Int_JMus_Early_Child"><img alt="Research paper thumbnail of Trehub Int JMus Early Child" class="work-thumbnail" src="https://attachments.academia-assets.com/59976001/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/39790236/Trehub_Int_JMus_Early_Child">Trehub Int JMus Early Child</a></div><div class="wp-workCard_item"><span>International Journal of Music in Early Childhood</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Primary caregivers throughout the world provide infants with life-sustaining care such as nutriti...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Primary caregivers throughout the world provide infants with life-sustaining care such as nutrition and protection from harm as well as life-enhancing care such as affection, contingent responsiveness and mentoring of various kinds. They nurture infants musically by means of one-on-one (i.e. infant-directed) singing accompanied by movement in some cultures and by visual gestures in others. Such singing, which is acoustically and visually distinct from solitary (i.e. self-directed) singing, is effective in engaging infants and regulating their mood and arousal. The repetition and stereotypy of caregivers' performances contribute to their memorability and dyadic significance. Caregivers' singing also influences infants' social engagement more generally. Once infants become singers, their songs play an important role in social interaction and emotional self-regulation. Although caregivers sing to infants with playful or soothing intentions, their performances highlight the temporal and melodic structure of the music. In sum, caregivers lay the foundation for a lifelong musical journey.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0b4179b679602fd7ea190ba912cf9cf7" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":59976001,"asset_id":39790236,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/59976001/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="39790236"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="39790236"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 39790236; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="37822248"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/37822248/Precursors_to_the_performing_arts_in_infancy_and_early_childhood_11"><img alt="Research paper thumbnail of Precursors to the performing arts in infancy and early childhood 11" class="work-thumbnail" src="https://attachments.academia-assets.com/57822619/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/37822248/Precursors_to_the_performing_arts_in_infancy_and_early_childhood_11">Precursors to the performing arts in infancy and early childhood 11</a></div><div class="wp-workCard_item"><span>Progress in Brain Research</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Across cultures, aspects of music and dance contribute to everyday life in a variety of ways that...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Across cultures, aspects of music and dance contribute to everyday life in a variety of ways that do not depend on artistry, aesthetics, or expertise. In this chapter, we focus on precursors to music and dance that are evident in infancy: the underlying perceptual abilities, parent–infant musical interactions that are motivated by nonmusical goals, the consequences of such interactions for mood regulation and social regulation, and the emergence of rudimentary singing and rhythmic movement to music. These precursors to music and dance lay the groundwork for our informal engagement with music throughout life and its continuing effects on mood regulation , affiliation, and well-being.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1ed31f00c433792faf8622139122b35a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":57822619,"asset_id":37822248,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/57822619/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="37822248"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="37822248"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37822248; 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dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "1ed31f00c433792faf8622139122b35a" } } $('.js-work-strip[data-work-id=37822248]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":37822248,"title":"Precursors to the performing arts in infancy and early childhood 11","internal_url":"https://www.academia.edu/37822248/Precursors_to_the_performing_arts_in_infancy_and_early_childhood_11","owner_id":3873217,"coauthors_can_edit":true,"owner":{"id":3873217,"first_name":"Sandra","middle_initials":null,"last_name":"Trehub","page_name":"SandraTrehub","domain_name":"utoronto","created_at":"2013-04-20T13:16:17.636-07:00","display_name":"Sandra Trehub","url":"https://utoronto.academia.edu/SandraTrehub"},"attachments":[{"id":57822619,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/57822619/thumbnails/1.jpg","file_name":"TrehubCirelliProgressBrainRes2018.pdf","download_url":"https://www.academia.edu/attachments/57822619/download_file","bulk_download_file_name":"Precursors_to_the_performing_arts_in_inf.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/57822619/TrehubCirelliProgressBrainRes2018-libre.pdf?1542818500=\u0026response-content-disposition=attachment%3B+filename%3DPrecursors_to_the_performing_arts_in_inf.pdf\u0026Expires=1740043429\u0026Signature=Xm3JU1I4YSeXMIWFBrvfYNd~1YASzVDcQd-C1Ec5hpt6-WVpShsP2RWk~FMinXD2vtBCIP-uDfIBin7ftr~jTjZIjUGhkOEeNhHU1cB6V5-VRCYb4js8elhOE1nOt~xVrvta3gGij6Atg7tjUbS5Ve1QVx8aq4cbwXpgp0io1th2AeOfJJhCxjqHebcvmmE169IDFUdiB5VaLeGu~fq5MTX0OLwrGNIKCqN7u8x9dBp-3Y4kpaBt7DUiZF78TPnDly4SQr1U8UDReRXkrob8IQbRAUVMuE6x9xyUm~qfDakHBiTSkCA4JdQTP5urVoo7wI6zHNZ2cBi-F2OX5jGXJQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="37822181"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/37822181/Rhythm_and_melody_as_social_signals_for_infants"><img alt="Research paper thumbnail of Rhythm and melody as social signals for infants" class="work-thumbnail" src="https://attachments.academia-assets.com/57822572/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/37822181/Rhythm_and_melody_as_social_signals_for_infants">Rhythm and melody as social signals for infants</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://utoronto.academia.edu/SandraTrehub">Sandra Trehub</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://utoronto.academia.edu/LauraCirelli">Laura Cirelli</a></span></div><div class="wp-workCard_item"><span>Annals of the New York Academy of Sciences</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Infants typically experience music through social interactions with others. One such experience i...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Infants typically experience music through social interactions with others. One such experience involves caregivers singing to infants while holding and bouncing them rhythmically. These highly social interactions shape infant music perception and may also influence social cognition and behavior. Moving in time with others—interpersonal synchrony—can direct infants' social preferences and prosocial behavior. Infants also show social preferences and selective prosociality toward singers of familiar, socially learned melodies. Here, we discuss recent studies of the influence of musical engagement on infant social cognition and behavior, highlighting the importance of rhythmic movement and socially relevant melodies.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6184f9741777dfd1ef843bc424e552ed" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":57822572,"asset_id":37822181,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/57822572/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="37822181"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="37822181"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37822181; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="36256388"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/36256388/Infants_help_singers_of_familiar_songs"><img alt="Research paper thumbnail of Infants help singers of familiar songs" class="work-thumbnail" src="https://attachments.academia-assets.com/56161544/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/36256388/Infants_help_singers_of_familiar_songs">Infants help singers of familiar songs</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://utoronto.academia.edu/SandraTrehub">Sandra Trehub</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://utoronto.academia.edu/LauraCirelli">Laura Cirelli</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Infants are highly selective in their help to unfamiliar individuals. For example, they offer mor...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Infants are highly selective in their help to unfamiliar individuals. For example, they offer more help to partners who move synchronously with them rather than asynchronously and to partners who interact with them in a " nice " rather than " mean " manner. Infant-directed song and speech may also encourage infant helping by signaling caregiver quality. In the present study, we investigated the effect of infant-directed song and recitation on 14-month-old infants' subsequent helpfulness and proximity-seeking in relation to unfamiliar performers. During a 2.5-minute exposure phase, infants sat on their caregiver's lap opposite an experimenter who sang " The Ants Go Marching " (song condition), recited the lyrics (recitation condition), or remained silent while parents read them a book (baseline condition). After the exposure phase, infants participated in a series of helping tasks that necessitated the return of objects dropped " accidentally ". Infants in the song and recitation conditions helped more than those in the baseline condition, but their helping of singers was moderated by song familiarity. Specifically, the extent of help directed to singers correlated positively with song familiarity. Singing (and to some extent, recitation) also encouraged infants to seek proximity with the experimenter. The findings indicate that rhythmic song and recitation by an unfamiliar adult foster infant affiliative behavior, but familiar songs may have special social importance.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="89b926615a1f36dfc1bb694dd6aeb6aa" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":56161544,"asset_id":36256388,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/56161544/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="36256388"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="36256388"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 36256388; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=36256388]").text(description); $(".js-view-count[data-work-id=36256388]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 36256388; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='36256388']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "89b926615a1f36dfc1bb694dd6aeb6aa" } } $('.js-work-strip[data-work-id=36256388]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":36256388,"title":"Infants help singers of familiar songs","translated_title":"","metadata":{"abstract":"Infants are highly selective in their help to unfamiliar individuals. For example, they offer more help to partners who move synchronously with them rather than asynchronously and to partners who interact with them in a \" nice \" rather than \" mean \" manner. Infant-directed song and speech may also encourage infant helping by signaling caregiver quality. In the present study, we investigated the effect of infant-directed song and recitation on 14-month-old infants' subsequent helpfulness and proximity-seeking in relation to unfamiliar performers. During a 2.5-minute exposure phase, infants sat on their caregiver's lap opposite an experimenter who sang \" The Ants Go Marching \" (song condition), recited the lyrics (recitation condition), or remained silent while parents read them a book (baseline condition). After the exposure phase, infants participated in a series of helping tasks that necessitated the return of objects dropped \" accidentally \". Infants in the song and recitation conditions helped more than those in the baseline condition, but their helping of singers was moderated by song familiarity. Specifically, the extent of help directed to singers correlated positively with song familiarity. Singing (and to some extent, recitation) also encouraged infants to seek proximity with the experimenter. The findings indicate that rhythmic song and recitation by an unfamiliar adult foster infant affiliative behavior, but familiar songs may have special social importance.","ai_title_tag":"Infants Aid Familiar Song Singers More"},"translated_abstract":"Infants are highly selective in their help to unfamiliar individuals. For example, they offer more help to partners who move synchronously with them rather than asynchronously and to partners who interact with them in a \" nice \" rather than \" mean \" manner. Infant-directed song and speech may also encourage infant helping by signaling caregiver quality. In the present study, we investigated the effect of infant-directed song and recitation on 14-month-old infants' subsequent helpfulness and proximity-seeking in relation to unfamiliar performers. During a 2.5-minute exposure phase, infants sat on their caregiver's lap opposite an experimenter who sang \" The Ants Go Marching \" (song condition), recited the lyrics (recitation condition), or remained silent while parents read them a book (baseline condition). After the exposure phase, infants participated in a series of helping tasks that necessitated the return of objects dropped \" accidentally \". Infants in the song and recitation conditions helped more than those in the baseline condition, but their helping of singers was moderated by song familiarity. Specifically, the extent of help directed to singers correlated positively with song familiarity. Singing (and to some extent, recitation) also encouraged infants to seek proximity with the experimenter. The findings indicate that rhythmic song and recitation by an unfamiliar adult foster infant affiliative behavior, but familiar songs may have special social importance.","internal_url":"https://www.academia.edu/36256388/Infants_help_singers_of_familiar_songs","translated_internal_url":"","created_at":"2018-03-26T03:50:52.934-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":3873217,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":31239027,"work_id":36256388,"tagging_user_id":3873217,"tagged_user_id":13570196,"co_author_invite_id":null,"email":"l***i@gmail.com","affiliation":"University of Toronto","display_order":1,"name":"Laura Cirelli","title":"Infants help singers of familiar songs"}],"downloadable_attachments":[{"id":56161544,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/56161544/thumbnails/1.jpg","file_name":"CirelliTrehubMusicScience2018.pdf","download_url":"https://www.academia.edu/attachments/56161544/download_file","bulk_download_file_name":"Infants_help_singers_of_familiar_songs.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/56161544/CirelliTrehubMusicScience2018-libre.pdf?1522065490=\u0026response-content-disposition=attachment%3B+filename%3DInfants_help_singers_of_familiar_songs.pdf\u0026Expires=1738749444\u0026Signature=Qg0h0jyUZiOgaiaOxZlJCp2L6EPXfWCLCa3nQu~AOjFndf~btqM2SFkfNEnvqpXXXTYnKa9EVzXDfl7D0~je~abvTqjnfhqosxfaD2yA0pNlCeNgRhOFP1-Q9e34SofOhMnshicMkEuULkOYoHbDbzcSpWmny-1kdYN~deoTzZx4XNK7oXkFSCAxAr~sds13i4uCL9IYdS3lijGatC2CtG3J3Ci1QodejU7wxmzJP8HZG8Eeh~FSfJnpRJBmiahPCZQlNysMvEjpcz3c0hkPEHd474awoDh5bbDfcNmBYdpP6cnMrNsj7T6xzQrOBN17ngHGXiQ7OJhVvpx7WPtwdQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Infants_help_singers_of_familiar_songs","translated_slug":"","page_count":11,"language":"en","content_type":"Work","summary":"Infants are highly selective in their help to unfamiliar individuals. For example, they offer more help to partners who move synchronously with them rather than asynchronously and to partners who interact with them in a \" nice \" rather than \" mean \" manner. Infant-directed song and speech may also encourage infant helping by signaling caregiver quality. In the present study, we investigated the effect of infant-directed song and recitation on 14-month-old infants' subsequent helpfulness and proximity-seeking in relation to unfamiliar performers. During a 2.5-minute exposure phase, infants sat on their caregiver's lap opposite an experimenter who sang \" The Ants Go Marching \" (song condition), recited the lyrics (recitation condition), or remained silent while parents read them a book (baseline condition). After the exposure phase, infants participated in a series of helping tasks that necessitated the return of objects dropped \" accidentally \". Infants in the song and recitation conditions helped more than those in the baseline condition, but their helping of singers was moderated by song familiarity. Specifically, the extent of help directed to singers correlated positively with song familiarity. Singing (and to some extent, recitation) also encouraged infants to seek proximity with the experimenter. The findings indicate that rhythmic song and recitation by an unfamiliar adult foster infant affiliative behavior, but familiar songs may have special social importance.","owner":{"id":3873217,"first_name":"Sandra","middle_initials":null,"last_name":"Trehub","page_name":"SandraTrehub","domain_name":"utoronto","created_at":"2013-04-20T13:16:17.636-07:00","display_name":"Sandra Trehub","url":"https://utoronto.academia.edu/SandraTrehub"},"attachments":[{"id":56161544,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/56161544/thumbnails/1.jpg","file_name":"CirelliTrehubMusicScience2018.pdf","download_url":"https://www.academia.edu/attachments/56161544/download_file","bulk_download_file_name":"Infants_help_singers_of_familiar_songs.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/56161544/CirelliTrehubMusicScience2018-libre.pdf?1522065490=\u0026response-content-disposition=attachment%3B+filename%3DInfants_help_singers_of_familiar_songs.pdf\u0026Expires=1738749444\u0026Signature=Qg0h0jyUZiOgaiaOxZlJCp2L6EPXfWCLCa3nQu~AOjFndf~btqM2SFkfNEnvqpXXXTYnKa9EVzXDfl7D0~je~abvTqjnfhqosxfaD2yA0pNlCeNgRhOFP1-Q9e34SofOhMnshicMkEuULkOYoHbDbzcSpWmny-1kdYN~deoTzZx4XNK7oXkFSCAxAr~sds13i4uCL9IYdS3lijGatC2CtG3J3Ci1QodejU7wxmzJP8HZG8Eeh~FSfJnpRJBmiahPCZQlNysMvEjpcz3c0hkPEHd474awoDh5bbDfcNmBYdpP6cnMrNsj7T6xzQrOBN17ngHGXiQ7OJhVvpx7WPtwdQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":15250,"name":"Synchronization","url":"https://www.academia.edu/Documents/in/Synchronization"},{"id":85695,"name":"Music Perception and Cognition","url":"https://www.academia.edu/Documents/in/Music_Perception_and_Cognition"},{"id":134346,"name":"Infant","url":"https://www.academia.edu/Documents/in/Infant"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="36256365"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/36256365/Adults_recognize_toddlers_song_renditions"><img alt="Research paper thumbnail of Adults recognize toddlers' song renditions" class="work-thumbnail" src="https://attachments.academia-assets.com/56161510/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/36256365/Adults_recognize_toddlers_song_renditions">Adults recognize toddlers' song renditions</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://utoronto.academia.edu/SandraTrehub">Sandra Trehub</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://hi.academia.edu/HelgaGudmundsdottir">Helga Gudmundsdottir</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The present study explored the singing ability of toddlers 16 months to 3 years of age by examini...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The present study explored the singing ability of toddlers 16 months to 3 years of age by examining North American adults' ability to identify toddlers' renditions of familiar tunes sung with foreign lyrics. After listening to each toddler's song, half with familiar melodies and half with unfamiliar melodies, adults attempted to name the songs. Their identification was highly accurate, refuting the prevailing view that toddlers focus on words at the expense of tunes. The singing range of these non-English-speaking toddlers and that of their English-speaking counterparts approximated the pitch range of the target songs, which is inconsistent with the reportedly small singing range of toddlers. Toddlers' apparent singing proficiency in the present context may stem from the use of home-based recordings and child-selected songs.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="7ea7bdd91d12321ca84ab2c00bcb2cc5" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":56161510,"asset_id":36256365,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/56161510/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="36256365"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="36256365"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 36256365; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="31127844"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/31127844/When_is_a_Question_a_Question_for_Children_and_Adults"><img alt="Research paper thumbnail of When is a Question a Question for Children and Adults" class="work-thumbnail" src="https://attachments.academia-assets.com/51561879/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/31127844/When_is_a_Question_a_Question_for_Children_and_Adults">When is a Question a Question for Children and Adults</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://utoronto.academia.edu/SandraTrehub">Sandra Trehub</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://utoronto.academia.edu/PascalvanLieshout">Pascal van Lieshout</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Terminal changes in fundamental frequency provide the most salient acoustic cues to declarative q...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Terminal changes in fundamental frequency provide the most salient acoustic cues to declarative questions, but adults sometimes identify such questions from pre-terminal cues. In the present study, adults and 7-to 10-yearold children judged a single speaker's adult-and child-directed utterances as questions or statements in a gating task with word-length increments. Listeners of all ages successfully used pre-terminal cues to identify utterance type, often only the initial word, and they were more accurate for child-directed than adult-directed utterances. There were age-related differences in identification accuracy and number of words required for correct identification. Age differences were already apparent on the initial (first five) utterances, confirming adults' superior explicit knowledge of intonation patterns that signify questions and statements. Adults' performance improved over the course of the test session, reflecting taker-specific learning, but children exhibited no such learning.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d91c224fe3f2dcedb12a0e66d399e544" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":51561879,"asset_id":31127844,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/51561879/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="31127844"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="31127844"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 31127844; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="31127832"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/31127832/GENERALITY_O_F_TH_E_MEMORY_ADVANTAGE_FOR_VOCAL_MELODIES"><img alt="Research paper thumbnail of GENERALITY O F TH E MEMORY ADVANTAGE FOR VOCAL MELODIES" class="work-thumbnail" src="https://attachments.academia-assets.com/51561841/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/31127832/GENERALITY_O_F_TH_E_MEMORY_ADVANTAGE_FOR_VOCAL_MELODIES">GENERALITY O F TH E MEMORY ADVANTAGE FOR VOCAL MELODIES</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">CHILDREN AND ADULTS, WITH OR WITHOUT MUSIC training, exhibit better memory for vocal melodies (wi...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">CHILDREN AND ADULTS, WITH OR WITHOUT MUSIC training, exhibit better memory for vocal melodies (without lyrics) than for instrumental melodies (Weiss,</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="823187ee92a0e6eb8fd9787b94d5c311" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":51561841,"asset_id":31127832,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/51561841/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="31127832"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="31127832"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 31127832; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="30089005"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/30089005/Childrens_identification_of_questions_from_rising_terminal_pitch"><img alt="Research paper thumbnail of Children's identification of questions from rising terminal pitch" class="work-thumbnail" src="https://attachments.academia-assets.com/50542777/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/30089005/Childrens_identification_of_questions_from_rising_terminal_pitch">Children's identification of questions from rising terminal pitch</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Young children are slow to master conventional intonation patterns in their yes/no questions, whi...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Young children are slow to master conventional intonation patterns in their yes/no questions, which may stem from imperfect understanding of the links between terminal pitch contours and pragmatic intentions. In Experiment , fiveto ten-year-old children and adults were required to judge utterances as questions or statements on the basis of intonation alone. Children eight years of age or younger performed above chance levels but less accurately than adult listeners. To ascertain whether the verbal content of utterances interfered with young children's attention to the relevant acoustic cues, low-pass filtered versions of the same utterances were presented to children and adults in Experiment . Low-pass filtering reduced performance comparably for all age groups, perhaps because such filtering reduced the salience of critical pitch cues. Young children's difficulty in differentiating declarative questions from statements is not attributable to basic perceptual difficulties but rather to absent or unstable intonation categories.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="488e4a367c541a0ce0bc5b50f566ba0c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":50542777,"asset_id":30089005,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/50542777/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="30089005"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="30089005"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 30089005; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="30088915"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/30088915/Maternal_Vocal_Interactions_with_Infants_Reciprocal_Visual_Influences"><img alt="Research paper thumbnail of Maternal Vocal Interactions with Infants: Reciprocal Visual Influences" class="work-thumbnail" src="https://attachments.academia-assets.com/50542663/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/30088915/Maternal_Vocal_Interactions_with_Infants_Reciprocal_Visual_Influences">Maternal Vocal Interactions with Infants: Reciprocal Visual Influences</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://utoronto.academia.edu/SandraTrehub">Sandra Trehub</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/JPlantinga">JUdy Plantinga</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The present study examined the influence of infant visual cues on maternal vocal and facial expre...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The present study examined the influence of infant visual cues on maternal vocal and facial expressiveness while speaking or singing and the influence of maternal visual cues on infant attention. Experiment 1 asked whether mothers exhibit more vocal emotion when speaking and singing to infants in or out of view. Adults judged which of each pair of audio excerpts (in view, out of view) sounded more emotional. Face-to-face vocalizations were judged more emotional than vocaliza-tions to infants out of view. Moreover, mothers smiled considerably more while singing than while speaking to infants. Experiment 2 examined the influence of video feedback from infants on maternal speech and singing. Maternal vocalizations in the context of video feedback were judged to be less emotional than those in face-to-face contexts but more emotional than those in out-of-view contexts. Experiment 3 compared six-month-old infants' attention to maternal speech and singing with audio-only versions or with silent video-only versions. Infants exhibited comparable attention to audio-only versions of speech and singing but greater attention to video-only versions of singing. The present investigation is unique in documenting the contribution of infant visual feedback to maternal vocal emotion in contexts that control for infants' presence, visibility, and proximity.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b70e09e7a197039e38d9e534e3a30011" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":50542663,"asset_id":30088915,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/50542663/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="30088915"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="30088915"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 30088915; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="30088886"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/30088886/Singing_Delays_the_Onset_of_Infant_Distress"><img alt="Research paper thumbnail of Singing Delays the Onset of Infant Distress" class="work-thumbnail" src="https://attachments.academia-assets.com/50542566/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/30088886/Singing_Delays_the_Onset_of_Infant_Distress">Singing Delays the Onset of Infant Distress</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://utoronto.academia.edu/SandraTrehub">Sandra Trehub</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/IsabellePeretz">Isabelle Peretz</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Much is known about the efficacy of infant-directed (ID) speech and singing for capturing attenti...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Much is known about the efficacy of infant-directed (ID) speech and singing for capturing attention, but little is known about their role in regulating affect. In Experiment 1, infants 7–10 months of age listened to scripted recordings of ID speech, adult-directed speech, or singing in an unfamiliar language (Turkish) until they met a criterion of distress based on negative facial expression. They listened to singing for roughly twice as long as speech before meeting the distress criterion. In Experiment 2, they were exposed to natural recordings of ID speech or singing in a familiar language. As in Experiment 1, ID singing was considerably more effective than speech for delaying the onset of distress. We suggest that the temporal patterning of ID singing, with its regular beat, metrical organization, and tempo, plays Correspondence should be sent to Sandra E. Trehub,</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="aae0b62706cec82a991cb4d2a1f2baeb" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":50542566,"asset_id":30088886,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/50542566/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="30088886"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="30088886"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 30088886; 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dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "aae0b62706cec82a991cb4d2a1f2baeb" } } $('.js-work-strip[data-work-id=30088886]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":30088886,"title":"Singing Delays the Onset of Infant Distress","internal_url":"https://www.academia.edu/30088886/Singing_Delays_the_Onset_of_Infant_Distress","owner_id":3873217,"coauthors_can_edit":true,"owner":{"id":3873217,"first_name":"Sandra","middle_initials":null,"last_name":"Trehub","page_name":"SandraTrehub","domain_name":"utoronto","created_at":"2013-04-20T13:16:17.636-07:00","display_name":"Sandra Trehub","url":"https://utoronto.academia.edu/SandraTrehub"},"attachments":[{"id":50542566,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/50542566/thumbnails/1.jpg","file_name":"CorbeilTrehubPeretzInfancy2016.pdf","download_url":"https://www.academia.edu/attachments/50542566/download_file","bulk_download_file_name":"Singing_Delays_the_Onset_of_Infant_Distr.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/50542566/CorbeilTrehubPeretzInfancy2016-libre.pdf?1480098535=\u0026response-content-disposition=attachment%3B+filename%3DSinging_Delays_the_Onset_of_Infant_Distr.pdf\u0026Expires=1740008760\u0026Signature=KRfyRiBZ3WsW8YS0vS8gVVDnZvNLAUifSl-GKxxQLanuRFlINmoGKsuaUXUVzjbt8yo-8QKKNFa5XXUac9jryyCAGHXMqFqv4kylWxxf7j3AsbJmXFkQER6hvovvLZMk2akhRp4lEhhvULc-icKseRSJ1Nphrqa7kIAQEIV8~40jdB0kkKp0mF-sutA8gwsFnpBp1I27CD61m7zTmOl3Zr6LFHsfDgJpsbK6aRK2nzEEzvBwsSccxtHyIl5n6CPYHG8y7499KkDIn--IRN9lYXPdbAJqrTpd74orOGzVgZnyvaIdOATPHOZBqHJZ9wPC6d7FRl6G7L0scwn-cAWAGg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="30088862"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/30088862/Imitation_of_Non_Speech_Oral_Gestures_by_8_Month_Old_Infants"><img alt="Research paper thumbnail of Imitation of Non-Speech Oral Gestures by 8-Month-Old Infants" class="work-thumbnail" src="https://attachments.academia-assets.com/50542201/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/30088862/Imitation_of_Non_Speech_Oral_Gestures_by_8_Month_Old_Infants">Imitation of Non-Speech Oral Gestures by 8-Month-Old Infants</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://utoronto.academia.edu/SandraTrehub">Sandra Trehub</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://utoronto.academia.edu/PascalvanLieshout">Pascal van Lieshout</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This study investigates the oral gestures of 8-month-old infants in response to audiovisual prese...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This study investigates the oral gestures of 8-month-old infants in response to audiovisual presentation of lip and tongue smacks. Infants exhibited more lip gestures than tongue gestures following adult lip smacks and more tongue gestures than lip gestures following adult tongue smacks. The findings, which are consistent with predictions from Articulatory Phonology, imply that 8-month-old infants are capable of producing goal-directed oral gestures by matching the articulatory organ of an adult model.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="472047f9695fc0ea1e38a383641776e6" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":50542201,"asset_id":30088862,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/50542201/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="30088862"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="30088862"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 30088862; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="30088827"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/30088827/Effects_of_musical_training_and_culture_on_meter_perception"><img alt="Research paper thumbnail of Effects of musical training and culture on meter perception" class="work-thumbnail" src="https://attachments.academia-assets.com/50541773/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/30088827/Effects_of_musical_training_and_culture_on_meter_perception">Effects of musical training and culture on meter perception</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Western music is characterized primarily by simple meters, but a number of other musical cultures...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Western music is characterized primarily by simple meters, but a number of other musical cultures, including Turkish, have both simple and complex meters. In Experiment 1, Turkish and American adults with and without musical training were asked to detect metrical changes in Turkish music with simple and complex meter. Musicians performed significantly better than nonmusicians, and performance was significantly better on simple meter than on complex meter, but Turkish listeners performed no differently than American listeners. In Experiment 2, members of Turkish classical and folk music clubs who were tested on the same materials exhibited comparable sensitivity to simple and complex meters, unlike the American and Turkish listeners in Experiment 1. Together, the findings reveal important effects of musical training and culture on meter perception: trained musicians are generally more sensitive than nonmusicians, regardless of metrical complexity, but sensitivity to complex meter requires sufficient exposure to musical genres featuring such meters.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="225dad710961c0410b9f725e3d4b1e28" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":50541773,"asset_id":30088827,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/50541773/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="30088827"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="30088827"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 30088827; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=30088827]").text(description); $(".js-view-count[data-work-id=30088827]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 30088827; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='30088827']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "225dad710961c0410b9f725e3d4b1e28" } } $('.js-work-strip[data-work-id=30088827]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":30088827,"title":"Effects of musical training and culture on meter perception","internal_url":"https://www.academia.edu/30088827/Effects_of_musical_training_and_culture_on_meter_perception","owner_id":3873217,"coauthors_can_edit":true,"owner":{"id":3873217,"first_name":"Sandra","middle_initials":null,"last_name":"Trehub","page_name":"SandraTrehub","domain_name":"utoronto","created_at":"2013-04-20T13:16:17.636-07:00","display_name":"Sandra Trehub","url":"https://utoronto.academia.edu/SandraTrehub"},"attachments":[{"id":50541773,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/50541773/thumbnails/1.jpg","file_name":"YatesEtAlPsyMus2016.pdf","download_url":"https://www.academia.edu/attachments/50541773/download_file","bulk_download_file_name":"Effects_of_musical_training_and_culture.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/50541773/YatesEtAlPsyMus2016-libre.pdf?1480098077=\u0026response-content-disposition=attachment%3B+filename%3DEffects_of_musical_training_and_culture.pdf\u0026Expires=1740043429\u0026Signature=GEqU~Zm1WMFIIvQi8sPNDulcZCCRUOY4CYTgBV2Jqh4Lrbks~D44DpmyrRRRSDMVSXBpYA9iBlUi0lGA1rOa0bJNRwrMJG9zFyUk0OrsdXK3kU7KF-WpBE~1boC1AYJxHejLzSiQSAL6kWjotCCG2PV8hm~rk-Iw70DKDZ6ArxmiEaSbdT6s4jBoTRbJ4skkvp8t7ooG04v3Hi92pvAZrcCRhGbppyz8C5VNTje1lZgz8mq2zSSpLWaIszTZxQe3yTckLSy-N4atY3M7rqZEkoTymbAm0DU7p8toDfZMkbFnV6BWZDxDTc1EAkkbclA2A0Pj3xLa9XQ17YMz~9v4Xg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="30088787"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/30088787/Exaggeration_of_Language_Specific_Rhythms_in_English_and_French_Childrens_Songs"><img alt="Research paper thumbnail of Exaggeration of Language-Specific Rhythms in English and French Children's Songs" class="work-thumbnail" src="https://attachments.academia-assets.com/50541590/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/30088787/Exaggeration_of_Language_Specific_Rhythms_in_English_and_French_Childrens_Songs">Exaggeration of Language-Specific Rhythms in English and French Children's Songs</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The available evidence indicates that the music of a culture reflects the speech rhythm of the pr...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The available evidence indicates that the music of a culture reflects the speech rhythm of the prevailing language. The normalized pairwise variability index (nPVI) is a measure of durational contrast between successive events that can be applied to vowels in speech and to notes in music. Music–language parallels may have implications for the acquisition of language and music, but it is unclear whether native-language rhythms are reflected in children's songs. In general, children's songs exhibit greater rhythmic regularity than adults' songs, in line with their caregiving goals and frequent coordination with rhythmic movement. Accordingly, one might expect lower nPVI values (i.e., lower variability) for such songs regardless of culture. In addition to their caregiving goals, children's songs may serve an intuitive didactic function by modeling culturally relevant content and structure for music and language. One might therefore expect pronounced rhythmic parallels between children's songs and language of origin. To evaluate these predictions, we analyzed a corpus of 269 English and French songs from folk and children's music anthologies. As in prior work, nPVI values were significantly higher for English than for French children's songs. For folk songs (i.e., songs not for children), the difference in nPVI for English and French songs was small and in the expected direction but non-significant. We subsequently collected ratings from American and French monolingual and bilingual adults, who rated their familiarity with each song, how much they liked it, and whether or not they thought it was a children's song. Listeners gave higher familiarity and liking ratings to songs from their own culture, and they gave higher familiarity and preference ratings to children's songs than to other songs. Although higher child-directedness ratings were given to children's than to folk songs, French listeners drove this effect, and their ratings were uniquely predicted by nPVI. Together, these findings suggest that language-based rhythmic structures are evident in children's songs, and that listeners expect exaggerated language-based rhythms in children's songs. The implications of these findings for enculturation processes and for the acquisition of music and language are discussed.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b503be8b88c21d90dd90c39fad4031ca" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":50541590,"asset_id":30088787,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/50541590/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="30088787"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="30088787"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 30088787; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="26880941"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/26880941/Pupils_Dilate_for_Vocal_or_Familiar_Music"><img alt="Research paper thumbnail of Pupils Dilate for Vocal or Familiar Music" class="work-thumbnail" src="https://attachments.academia-assets.com/47145410/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/26880941/Pupils_Dilate_for_Vocal_or_Familiar_Music">Pupils Dilate for Vocal or Familiar Music</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="dceb347083b2fe26cf4dc3ae6f6075a2" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":47145410,"asset_id":26880941,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/47145410/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="26880941"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="26880941"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 26880941; 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dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "dceb347083b2fe26cf4dc3ae6f6075a2" } } $('.js-work-strip[data-work-id=26880941]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":26880941,"title":"Pupils Dilate for Vocal or Familiar Music","internal_url":"https://www.academia.edu/26880941/Pupils_Dilate_for_Vocal_or_Familiar_Music","owner_id":3873217,"coauthors_can_edit":true,"owner":{"id":3873217,"first_name":"Sandra","middle_initials":null,"last_name":"Trehub","page_name":"SandraTrehub","domain_name":"utoronto","created_at":"2013-04-20T13:16:17.636-07:00","display_name":"Sandra Trehub","url":"https://utoronto.academia.edu/SandraTrehub"},"attachments":[{"id":47145410,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/47145410/thumbnails/1.jpg","file_name":"WeissSchellenbergTrehubHabashilJEPHPP2016.pdf","download_url":"https://www.academia.edu/attachments/47145410/download_file","bulk_download_file_name":"Pupils_Dilate_for_Vocal_or_Familiar_Musi.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/47145410/WeissSchellenbergTrehubHabashilJEPHPP2016-libre.pdf?1468265061=\u0026response-content-disposition=attachment%3B+filename%3DPupils_Dilate_for_Vocal_or_Familiar_Musi.pdf\u0026Expires=1740017874\u0026Signature=OuvBYN0O0mBgjGKNUkfgWoQjp7cHVm3v1dzJizuyrjLwtoFM-vpAJNN59AVa2HRNcYU5IBtLOWCBu3KaF4cogALJRNOlDhhLROZE~HLnCr~OgZAXZBTEUMvNQ~CkP8Dtaz1hu1zFeicvpGXfg0l8qDBouVO6ovSqFuTlFRUiL2I5eCNWFyG4kRvNvvRFDS4AM83pWUTqBsnn1SsdJdKf70ihBF6qhSQmKgq5t0jWxN2lXarBbjmXu1x2FNsJZgTMbgSRX-onQ-wz0l0pqcs3-cwhpZH6fEW8pJSdoe~t5XHlzZoFELQHMUbglyEoL3Qf4YI96rDCP6sc6Xgd95AFGQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="4400540" id="papers"><div class="js-work-strip profile--work_container" data-work-id="94813399"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/94813399/Familial_Handedness_Prenatal_Environmental_Adversity_and_Neonatal_Lateral_Organization"><img alt="Research paper thumbnail of Familial Handedness, Prenatal Environmental Adversity, and Neonatal Lateral Organization" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/94813399/Familial_Handedness_Prenatal_Environmental_Adversity_and_Neonatal_Lateral_Organization">Familial Handedness, Prenatal Environmental Adversity, and Neonatal Lateral Organization</a></div><div class="wp-workCard_item"><span>Manual Specialization and the Developing Brain</span><span>, 1983</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="94813399"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="94813399"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 94813399; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=94813399]").text(description); $(".js-view-count[data-work-id=94813399]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 94813399; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='94813399']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=94813399]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":94813399,"title":"Familial Handedness, Prenatal Environmental Adversity, and Neonatal Lateral Organization","internal_url":"https://www.academia.edu/94813399/Familial_Handedness_Prenatal_Environmental_Adversity_and_Neonatal_Lateral_Organization","owner_id":3873217,"coauthors_can_edit":true,"owner":{"id":3873217,"first_name":"Sandra","middle_initials":null,"last_name":"Trehub","page_name":"SandraTrehub","domain_name":"utoronto","created_at":"2013-04-20T13:16:17.636-07:00","display_name":"Sandra Trehub","url":"https://utoronto.academia.edu/SandraTrehub","email":"eDF5b09YQmxkcFJTdE8yZ0xpc3R2YjF4N0I5OVNoczRUUTBtRDdUYk5QaFdkREVFVlJEVVh1UUtmVE14cllQWC0tdEVsKzhhVFQxUmVGQkF4MERpWU50QT09--18f3885b1524c3a8cf29dbeae851276d5eb1d1c8"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="77006156"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/77006156/UC_Merced_Proceedings_of_the_Annual_Meeting_of_the_Cognitive_Science_Society_Title_Metrical_Categories_in_Infancy_and_Adulthood_Permalink_Publication_Date_Metrical_Categories_in_Infancy_and_Adulthood"><img alt="Research paper thumbnail of UC Merced Proceedings of the Annual Meeting of the Cognitive Science Society Title Metrical Categories in Infancy and Adulthood Permalink Publication Date Metrical Categories in Infancy and Adulthood" class="work-thumbnail" src="https://attachments.academia-assets.com/84507601/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/77006156/UC_Merced_Proceedings_of_the_Annual_Meeting_of_the_Cognitive_Science_Society_Title_Metrical_Categories_in_Infancy_and_Adulthood_Permalink_Publication_Date_Metrical_Categories_in_Infancy_and_Adulthood">UC Merced Proceedings of the Annual Meeting of the Cognitive Science Society Title Metrical Categories in Infancy and Adulthood Permalink Publication Date Metrical Categories in Infancy and Adulthood</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Adults tend to perceive and produce rhythmic structures with simple duration ratios and implied i...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Adults tend to perceive and produce rhythmic structures with simple duration ratios and implied isochrony. If these biases result from long-term exposure to Western metrical structure, they should be evident in North American adults but not in infants. Adult similarity judgments were obtained for alterations of folk melodies that maintained or matched the original metrical structure, whether simple or complex, and for alterations that violated or mismatched the original metrical structure. Adults rated mismatching alterations as less similar than matching alterations, for simple meter patterns, but their ratings of matching and mismatching alterations did not differ for complex meter patterns. Infants, who were tested with a familiarization preference procedure, responded differentially to matching and mismatching alterations for complex as well as simple meter patterns. These findings imply that adult biases reflect long-term exposure to culture-specific metrical structure rather t...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f87171296666715c5262a2cacd5b6d63" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":84507601,"asset_id":77006156,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/84507601/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="77006156"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="77006156"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 77006156; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=77006156]").text(description); $(".js-view-count[data-work-id=77006156]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 77006156; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='77006156']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "f87171296666715c5262a2cacd5b6d63" } } $('.js-work-strip[data-work-id=77006156]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":77006156,"title":"UC Merced Proceedings of the Annual Meeting of the Cognitive Science Society Title Metrical Categories in Infancy and Adulthood Permalink Publication Date Metrical Categories in Infancy and Adulthood","internal_url":"https://www.academia.edu/77006156/UC_Merced_Proceedings_of_the_Annual_Meeting_of_the_Cognitive_Science_Society_Title_Metrical_Categories_in_Infancy_and_Adulthood_Permalink_Publication_Date_Metrical_Categories_in_Infancy_and_Adulthood","owner_id":3873217,"coauthors_can_edit":true,"owner":{"id":3873217,"first_name":"Sandra","middle_initials":null,"last_name":"Trehub","page_name":"SandraTrehub","domain_name":"utoronto","created_at":"2013-04-20T13:16:17.636-07:00","display_name":"Sandra Trehub","url":"https://utoronto.academia.edu/SandraTrehub","email":"N1djblFQQkVUTkwzTUlJZ1VVK0d2dWpjWXN0L3ZKMDJ0bGZOQmNUUUZyc09zNmU1ZHpvZ2ozanFIMm1ZNHYxUC0tY0lvNEFGdXhSaTU5RzhGcEpnZGpKZz09--71e3796e3525816d2645bde1f202b0763e647c7f"},"attachments":[{"id":84507601,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/84507601/thumbnails/1.jpg","file_name":"qt6170j46c.pdf","download_url":"https://www.academia.edu/attachments/84507601/download_file","bulk_download_file_name":"UC_Merced_Proceedings_of_the_Annual_Meet.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/84507601/qt6170j46c-libre.pdf?1650414736=\u0026response-content-disposition=attachment%3B+filename%3DUC_Merced_Proceedings_of_the_Annual_Meet.pdf\u0026Expires=1739824570\u0026Signature=blC1gTTjXVIZDl3bZEPt7v7as4nZSmCwJSi8-7a-ERAbosTbbqJ8yU69NnSZYm0Nx1ONwo~Ka94Soknb7B0dOu2Tm5x9-f1vDZkGzdxYzqjYTiaIOz2~cuVfeJ49NB2EIzQjVmtja6dwJuhxMiF0E4UKLDLdEm5ptqhjE2O9OOS1~gqoijYN5YOkaen10aia8MajSnoKBp4ZrIIfMjCgAxPz~p3ZHLunUPZK6anSGmy0KLSa3XVzScVX~FBu67zpaN497vGOZVzjJAZhnMNE-At~tOH~hmWNZkOH9PPHtH0Abo8eYUXiY7rlfLCd-tzB-hislZZJs5VQXcKMI4SIcw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"},{"id":84507602,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/84507602/thumbnails/1.jpg","file_name":"qt6170j46c.pdf","download_url":"https://www.academia.edu/attachments/84507602/download_file","bulk_download_file_name":"UC_Merced_Proceedings_of_the_Annual_Meet.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/84507602/qt6170j46c-libre.pdf?1650414736=\u0026response-content-disposition=attachment%3B+filename%3DUC_Merced_Proceedings_of_the_Annual_Meet.pdf\u0026Expires=1739824570\u0026Signature=CmnBJak5UheFe3tJf~nWAVMT23SgXtjWLMS77N~Ssvb6ILqu0WkfjXWHPBLNNcNhzwJ6Ua4z5Cco2941wsBDGO3mZfRPFv2MZIAGt0BF1hFZ6ui1snt54UK6KL1vdTFsnd7HZW7DmSvCGGLG~tsLhSYIKG~zNn68IrG9VZiR3mWx0npof8CMshKJ4ieOQsrJx2JauvG4oDVSBykhV8EuJLm0LOfHxGnjVTDGy8tQFUjymrWm-jzY-HxCWTMDgQLXJRPkLOBQSUp-6o5~GV-f1N5FKGsg5w~H5cn~hhdWz98kvgtdLNEXGDqQWRJXQsIYFfaTbBdFYD4un1NzIysKyw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="77006155"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/77006155/Familiar_songs_reduce_infant_distress"><img alt="Research paper thumbnail of Familiar songs reduce infant distress" class="work-thumbnail" src="https://attachments.academia-assets.com/84518990/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/77006155/Familiar_songs_reduce_infant_distress">Familiar songs reduce infant distress</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Parents commonly vocalize to infants to mitigate their distress, especially when holding them is ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Parents commonly vocalize to infants to mitigate their distress, especially when holding them is not possible. Here we examined the relative efficacy of parents’ speech and singing (familiar and unfamiliar songs) in alleviating the distress of 8- and 10-month-old infants (n = 68 per age group). Parent–infant dyads participated in 3 trials of the Still Face procedure, featuring a 2-min Play Phase, a Still Face phase (parents immobile and unresponsive for 1 min or until infants became visibly distressed), and a 2-min Reunion Phase in which caregivers attempted to reverse infant distress by (a) singing a highly familiar song, (b) singing an unfamiliar song, or (c) expressive talking (order counterbalanced across dyads). In the Reunion Phase, talking led to increased negative affect in both age groups, in contrast to singing familiar or unfamiliar songs, which increased infant attention to parent and decreased negative affect. The favorable consequences were greatest for familiar songs,...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b84bcdfed5c6ddc9e4df34671cf5cf9a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":84518990,"asset_id":77006155,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/84518990/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="77006155"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="77006155"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 77006155; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=77006155]").text(description); $(".js-view-count[data-work-id=77006155]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 77006155; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='77006155']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="77006154"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/77006154/Infants_help_singers_of_familiar_songs"><img alt="Research paper thumbnail of Infants help singers of familiar songs" class="work-thumbnail" src="https://attachments.academia-assets.com/84507599/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/77006154/Infants_help_singers_of_familiar_songs">Infants help singers of familiar songs</a></div><div class="wp-workCard_item"><span>Music &amp; Science</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Infants are highly selective in their help to unfamiliar individuals. For example, they offer mor...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Infants are highly selective in their help to unfamiliar individuals. For example, they offer more help to partners who move synchronously with them rather than asynchronously and to partners who interact with them in a “nice” rather than “mean” manner. Infant-directed song and speech may also encourage infant helping by signaling caregiver quality. In the present study, we investigated the effect of infant-directed song and recitation on 14-month-old infants’ subsequent helpfulness and proximity-seeking in relation to unfamiliar performers. During a 2.5-minute exposure phase, infants sat on their caregiver’s lap opposite an experimenter who sang “The Ants Go Marching” (song condition), recited the lyrics (recitation condition), or remained silent while parents read them a book (baseline condition). After the exposure phase, infants participated in a series of helping tasks that necessitated the return of objects dropped “accidentally”. Infants in the song and recitation conditions ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="2d17d6873a8cbdf3945a9de2dc866d8e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":84507599,"asset_id":77006154,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/84507599/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="77006154"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="77006154"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 77006154; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="77006153"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/77006153/Development_of_consonance_preferences_in_Western_listeners"><img alt="Research paper thumbnail of Development of consonance preferences in Western listeners" class="work-thumbnail" src="https://attachments.academia-assets.com/84518991/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/77006153/Development_of_consonance_preferences_in_Western_listeners">Development of consonance preferences in Western listeners</a></div><div class="wp-workCard_item"><span>Journal of Experimental Psychology: General</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Many scholars consider preferences for consonance, as defined by Western music theorists, to be b...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Many scholars consider preferences for consonance, as defined by Western music theorists, to be based primarily on biological factors, while others emphasize experiential factors, notably the nature of musical exposure. Cross-cultural experiments suggest that consonance preferences are shaped by musical experience, implying that preferences should emerge or become stronger over development for individuals in Western cultures. However, little is known about this developmental trajectory. We measured preferences for the consonance of simultaneous sounds and related acoustic properties in children and adults to characterize their developmental course and dependence on musical experience. In Study 1, adults and children 6 to 10 years of age rated their liking of simultaneous tone combinations (dyads) and affective vocalizations. Preferences for consonance increased with age and were predicted by changing preferences for harmonicitythe degree to which a sound's frequencies are multiples of a common fundamental frequencybut not by evaluations of beatingfluctuations in amplitude that occur when frequencies are close but not identical, producing the sensation of acoustic roughness. In Study 2, musically trained adults and 10-year-old children also rated the same stimuli. Age and musical training were associated with enhanced preference for consonance. Both measures of experience were associated with an enhanced preference for harmonicity, but were unrelated to evaluations of beating stimuli. The findings are consistent with cross-cultural evidence and the effects of musicianship in Western adults in linking Western musical experience to preferences for consonance and harmonicity.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="61457a5d5fb169690c859a8795f7bcfb" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":84518991,"asset_id":77006153,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/84518991/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="77006153"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="77006153"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 77006153; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="77006151"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/77006151/Quantifying_sources_of_variability_in_infancy_research_using_the_infant_directed_speech_preference"><img alt="Research paper thumbnail of Quantifying sources of variability in infancy research using the infant-directed speech preference" class="work-thumbnail" src="https://attachments.academia-assets.com/84518987/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/77006151/Quantifying_sources_of_variability_in_infancy_research_using_the_infant_directed_speech_preference">Quantifying sources of variability in infancy research using the infant-directed speech preference</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The field of psychology has become increasingly concerned with issues related to methodology and ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The field of psychology has become increasingly concerned with issues related to methodology and replicability. Infancy researchers face specific challenges related to replicability: high-powered studies are difficult to conduct, testing conditions vary across labs, and different labs have access to different infant populations, amongst other factors. Addressing these concerns, we report on a large-scale, multi-site study aimed at 1) assessing the overall replicability of a single theoretically-important phenomenon and 2) examining methodological, situational, cultural, and developmental moderators. We focus on infants’ preference for infant-directed speech (IDS) over adult-directed speech (ADS). Stimuli of mothers speaking to their infants and to an adult were created using semi-naturalistic laboratory-based audio recordings in North American English. Infants’ relative preference for IDS and ADS was assessed across XYZ laboratories in North America and Europe using the three common...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="60830beb0c0ba518cc6e011e382b0a3a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":84518987,"asset_id":77006151,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/84518987/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="77006151"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="77006151"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 77006151; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="77006150"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/77006150/Effects_of_Maternal_Singing_Style_on_Mother_Infant_Arousal_and_Behavior"><img alt="Research paper thumbnail of Effects of Maternal Singing Style on Mother–Infant Arousal and Behavior" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/77006150/Effects_of_Maternal_Singing_Style_on_Mother_Infant_Arousal_and_Behavior">Effects of Maternal Singing Style on Mother–Infant Arousal and Behavior</a></div><div class="wp-workCard_item"><span>Journal of Cognitive Neuroscience</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Mothers around the world sing to infants, presumably to regulate their mood and arousal. Lullabie...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Mothers around the world sing to infants, presumably to regulate their mood and arousal. Lullabies and playsongs differ stylistically and have distinctive goals. Mothers sing lullabies to soothe and calm infants and playsongs to engage and excite infants. In this study, mothers repeatedly sang Twinkle, Twinkle, Little Star to their infants ( n = 30 dyads), alternating between soothing and playful renditions. Infant attention and mother–infant arousal (i.e., skin conductivity) were recorded continuously. During soothing renditions, mother and infant arousal decreased below initial levels as the singing progressed. During playful renditions, maternal and infant arousal remained stable. Moreover, infants exhibited greater attention to mother during playful renditions than during soothing renditions. Mothers&#39; playful renditions were faster, higher in pitch, louder, and characterized by greater pulse clarity than their soothing renditions. Mothers also produced more energetic rhythmi...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="77006150"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="77006150"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 77006150; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=77006150]").text(description); $(".js-view-count[data-work-id=77006150]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 77006150; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='77006150']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=77006150]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":77006150,"title":"Effects of Maternal Singing Style on Mother–Infant Arousal and Behavior","internal_url":"https://www.academia.edu/77006150/Effects_of_Maternal_Singing_Style_on_Mother_Infant_Arousal_and_Behavior","owner_id":3873217,"coauthors_can_edit":true,"owner":{"id":3873217,"first_name":"Sandra","middle_initials":null,"last_name":"Trehub","page_name":"SandraTrehub","domain_name":"utoronto","created_at":"2013-04-20T13:16:17.636-07:00","display_name":"Sandra Trehub","url":"https://utoronto.academia.edu/SandraTrehub"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="77006149"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/77006149/Precursors_to_the_performing_arts_in_infancy_and_early_childhood"><img alt="Research paper thumbnail of Precursors to the performing arts in infancy and early childhood" class="work-thumbnail" src="https://attachments.academia-assets.com/84518984/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/77006149/Precursors_to_the_performing_arts_in_infancy_and_early_childhood">Precursors to the performing arts in infancy and early childhood</a></div><div class="wp-workCard_item"><span>Progress in brain research</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Across cultures, aspects of music and dance contribute to everyday life in a variety of ways that...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Across cultures, aspects of music and dance contribute to everyday life in a variety of ways that do not depend on artistry, aesthetics, or expertise. In this chapter, we focus on precursors to music and dance that are evident in infancy: the underlying perceptual abilities, parent-infant musical interactions that are motivated by nonmusical goals, the consequences of such interactions for mood regulation and social regulation, and the emergence of rudimentary singing and rhythmic movement to music. These precursors to music and dance lay the groundwork for our informal engagement with music throughout life and its continuing effects on mood regulation, affiliation, and well-being.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="deec7c5e5730963df36524208de0d527" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":84518984,"asset_id":77006149,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/84518984/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="77006149"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="77006149"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 77006149; 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dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "deec7c5e5730963df36524208de0d527" } } $('.js-work-strip[data-work-id=77006149]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":77006149,"title":"Precursors to the performing arts in infancy and early childhood","internal_url":"https://www.academia.edu/77006149/Precursors_to_the_performing_arts_in_infancy_and_early_childhood","owner_id":3873217,"coauthors_can_edit":true,"owner":{"id":3873217,"first_name":"Sandra","middle_initials":null,"last_name":"Trehub","page_name":"SandraTrehub","domain_name":"utoronto","created_at":"2013-04-20T13:16:17.636-07:00","display_name":"Sandra Trehub","url":"https://utoronto.academia.edu/SandraTrehub"},"attachments":[{"id":84518984,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/84518984/thumbnails/1.jpg","file_name":"TrehubCirelliProgressBrainRes2018.pdf","download_url":"https://www.academia.edu/attachments/84518984/download_file","bulk_download_file_name":"Precursors_to_the_performing_arts_in_inf.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/84518984/TrehubCirelliProgressBrainRes2018-libre.pdf?1650432958=\u0026response-content-disposition=attachment%3B+filename%3DPrecursors_to_the_performing_arts_in_inf.pdf\u0026Expires=1740043429\u0026Signature=D5161RZmTtJ9IXD-gLb-96skXeJGNq9LpLc9ZDRCcTeoU-0~~d1TQPM9utZ9CvoMd~GHkWS9~3eWHlNEKowHkae2fnXj6qy69lIriQEycfnQnNdVPDX0maSh~bT69pArL~Eb-lxIbjp9cu4~ksBfefLuR7MnFHny7Tn0IV58ZpPQWKoxKcl6~tOfUlrWLoR7aSJqLhvW7OzLXY77jyr~ESzN-JLkmVQ-EZ75NEyJRAQvWb~jDIbiuDZiBEwdwy-Ax~PCUUHQrDz8O9CS5S6oHNVC6jesICTT3jCbWWvu-PUWxTCPEqsMN0gG33GTItsNUuJ9HTTbv-HBRgmIiJhcrA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="77006148"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/77006148/Rhythm_and_melody_as_social_signals_for_infants"><img alt="Research paper thumbnail of Rhythm and melody as social signals for infants" class="work-thumbnail" src="https://attachments.academia-assets.com/84518986/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/77006148/Rhythm_and_melody_as_social_signals_for_infants">Rhythm and melody as social signals for infants</a></div><div class="wp-workCard_item"><span>Annals of the New York Academy of Sciences</span><span>, Jan 7, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Infants typically experience music through social interactions with others. One such experience i...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Infants typically experience music through social interactions with others. One such experience involves caregivers singing to infants while holding and bouncing them rhythmically. These highly social interactions shape infant music perception and may also influence social cognition and behavior. Moving in time with others-interpersonal synchrony-can direct infants&#39; social preferences and prosocial behavior. Infants also show social preferences and selective prosociality toward singers of familiar, socially learned melodies. Here, we discuss recent studies of the influence of musical engagement on infant social cognition and behavior, highlighting the importance of rhythmic movement and socially relevant melodies.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9e5c027987dfb754282dc5dea12998b2" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":84518986,"asset_id":77006148,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/84518986/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="77006148"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="77006148"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 77006148; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="77006146"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/77006146/Adults_recognize_toddlers_song_renditions"><img alt="Research paper thumbnail of Adults recognize toddlers’ song renditions" class="work-thumbnail" src="https://attachments.academia-assets.com/84518985/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/77006146/Adults_recognize_toddlers_song_renditions">Adults recognize toddlers’ song renditions</a></div><div class="wp-workCard_item"><span>Psychology of Music</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The present study explored the singing ability of toddlers 16 months to 3 years of age by examini...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The present study explored the singing ability of toddlers 16 months to 3 years of age by examining North American adults’ ability to identify toddlers’ renditions of familiar tunes sung with foreign lyrics. After listening to each toddler’s song, half with familiar melodies and half with unfamiliar melodies, adults attempted to name the songs. Their identification was highly accurate, refuting the prevailing view that toddlers focus on words at the expense of tunes. The singing range of these non-English-speaking toddlers and that of their English-speaking counterparts approximated the pitch range of the target songs, which is inconsistent with the reportedly small singing range of toddlers. Toddlers’ apparent singing proficiency in the present context may stem from the use of home-based recordings and child-selected songs.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f2c24ec8f578a643ed650464ee98a14b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":84518985,"asset_id":77006146,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/84518985/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="77006146"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="77006146"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 77006146; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=77006146]").text(description); $(".js-view-count[data-work-id=77006146]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 77006146; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='77006146']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "f2c24ec8f578a643ed650464ee98a14b" } } $('.js-work-strip[data-work-id=77006146]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":77006146,"title":"Adults recognize toddlers’ song renditions","internal_url":"https://www.academia.edu/77006146/Adults_recognize_toddlers_song_renditions","owner_id":3873217,"coauthors_can_edit":true,"owner":{"id":3873217,"first_name":"Sandra","middle_initials":null,"last_name":"Trehub","page_name":"SandraTrehub","domain_name":"utoronto","created_at":"2013-04-20T13:16:17.636-07:00","display_name":"Sandra Trehub","url":"https://utoronto.academia.edu/SandraTrehub"},"attachments":[{"id":84518985,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/84518985/thumbnails/1.jpg","file_name":"385edb8dbadfea1a8c2ef18804877bc4ec6a.pdf","download_url":"https://www.academia.edu/attachments/84518985/download_file","bulk_download_file_name":"Adults_recognize_toddlers_song_rendition.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/84518985/385edb8dbadfea1a8c2ef18804877bc4ec6a-libre.pdf?1650432957=\u0026response-content-disposition=attachment%3B+filename%3DAdults_recognize_toddlers_song_rendition.pdf\u0026Expires=1740017874\u0026Signature=VPu17UF8xTIfeq5XDgEFaq5OS7XQiA5Om8w38PCI-dAAHUiCseBdpamH6pl5S6X9ShbQf~vbcle0S7-9FX2TE30R22BaKjPFLutRqqLWRGN2Xrlif2eHtsViby038anlsmRgdi3xgmwpAZSYeQNvZmUpIxcvZwavEP9JjNE00HHtxffLXOmGbvp2XyZ77~hcNkrr1JhIw-hh2v14noZ08B2mOezXvsc2gOs8QBXfsZDPog~pTiywy9OAwXQ5ueDgsThNLvfPdh6Xeq9PujFFEYjX0nVef2HNf2MmBdAwjtQWxZlqUjh27CJqjrUPhJdZAs3RutOERELo7MrFdRjTug__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="77006145"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/77006145/When_is_a_Question_a_Question_for_Children_and_Adults"><img alt="Research paper thumbnail of When is a Question a Question for Children and Adults?" class="work-thumbnail" src="https://attachments.academia-assets.com/84518981/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/77006145/When_is_a_Question_a_Question_for_Children_and_Adults">When is a Question a Question for Children and Adults?</a></div><div class="wp-workCard_item"><span>Language Learning and Development</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Terminal changes in fundamental frequency provide the most salient acoustic cues to declarative q...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Terminal changes in fundamental frequency provide the most salient acoustic cues to declarative questions, but adults sometimes identify such questions from pre-terminal cues. In the present study, adults and 7-to 10-yearold children judged a single speaker's adult-and child-directed utterances as questions or statements in a gating task with word-length increments. Listeners of all ages successfully used pre-terminal cues to identify utterance type, often only the initial word, and they were more accurate for child-directed than adult-directed utterances. There were age-related differences in identification accuracy and number of words required for correct identification. Age differences were already apparent on the initial (first five) utterances, confirming adults' superior explicit knowledge of intonation patterns that signify questions and statements. Adults' performance improved over the course of the test session, reflecting taker-specific learning, but children exhibited no such learning.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="293e757f68477ff84f127d3f21cffcfb" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":84518981,"asset_id":77006145,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/84518981/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="77006145"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="77006145"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 77006145; 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dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "293e757f68477ff84f127d3f21cffcfb" } } $('.js-work-strip[data-work-id=77006145]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":77006145,"title":"When is a Question a Question for Children and Adults?","internal_url":"https://www.academia.edu/77006145/When_is_a_Question_a_Question_for_Children_and_Adults","owner_id":3873217,"coauthors_can_edit":true,"owner":{"id":3873217,"first_name":"Sandra","middle_initials":null,"last_name":"Trehub","page_name":"SandraTrehub","domain_name":"utoronto","created_at":"2013-04-20T13:16:17.636-07:00","display_name":"Sandra Trehub","url":"https://utoronto.academia.edu/SandraTrehub"},"attachments":[{"id":84518981,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/84518981/thumbnails/1.jpg","file_name":"SaindonEtAlLangLearnDev2017.pdf","download_url":"https://www.academia.edu/attachments/84518981/download_file","bulk_download_file_name":"When_is_a_Question_a_Question_for_Childr.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/84518981/SaindonEtAlLangLearnDev2017-libre.pdf?1650432959=\u0026response-content-disposition=attachment%3B+filename%3DWhen_is_a_Question_a_Question_for_Childr.pdf\u0026Expires=1740043429\u0026Signature=bnasyEhxBmwdH0r85p67k-txd0QBGnQJHXMXFp3pV0jiGo1mOQ1-h-hiMjHMVdnGPqd~8vGIZeMTFW--1ClMkBPWUrkvERQqh1UX8-DGzp1dry16l4DmeloFUQ-R~mP0dnx85TuGm1MArWp2mnpB6mxVlFrZHF7ddgKRRElhA3lvk8Ay5QecWG1EpbNYmZOv38tBOaIqncdXVsvJstd9F9XkzsXqnQydBRapgTJjLsnREpUcQ18bUqyyH3B-Nr0QCSpQtf2wYXkc1~SGH98oT0Y6hee-JZ3Xo0y6Sryg0bhW~3~fpz9gjrgQotMfSsQh~6ba0oPQFrxjNadixeVcIw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="77006144"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/77006144/Effects_of_musical_training_and_culture_on_meter_perception"><img alt="Research paper thumbnail of Effects of musical training and culture on meter perception" class="work-thumbnail" src="https://attachments.academia-assets.com/84518980/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/77006144/Effects_of_musical_training_and_culture_on_meter_perception">Effects of musical training and culture on meter perception</a></div><div class="wp-workCard_item"><span>Psychology of Music</span><span>, 2016</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Western music is characterized primarily by simple meters, but a number of other musical cultures...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Western music is characterized primarily by simple meters, but a number of other musical cultures, including Turkish, have both simple and complex meters. In Experiment 1, Turkish and American adults with and without musical training were asked to detect metrical changes in Turkish music with simple and complex meter. Musicians performed significantly better than nonmusicians, and performance was significantly better on simple meter than on complex meter, but Turkish listeners performed no differently than American listeners. In Experiment 2, members of Turkish classical and folk music clubs who were tested on the same materials exhibited comparable sensitivity to simple and complex meters, unlike the American and Turkish listeners in Experiment 1. Together, the findings reveal important effects of musical training and culture on meter perception: trained musicians are generally more sensitive than nonmusicians, regardless of metrical complexity, but sensitivity to complex meter req...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0f8c35a5ac2ac5237e77429f4a35d7c8" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":84518980,"asset_id":77006144,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/84518980/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="77006144"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="77006144"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 77006144; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="77006143"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/77006143/Imitation_of_Non_Speech_Oral_Gestures_by_8_Month_Old_Infants"><img alt="Research paper thumbnail of Imitation of Non-Speech Oral Gestures by 8-Month-Old Infants" class="work-thumbnail" src="https://attachments.academia-assets.com/84518978/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/77006143/Imitation_of_Non_Speech_Oral_Gestures_by_8_Month_Old_Infants">Imitation of Non-Speech Oral Gestures by 8-Month-Old Infants</a></div><div class="wp-workCard_item"><span>Language and Speech</span><span>, 2016</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This study investigates the oral gestures of 8-month-old infants in response to audiovisual prese...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This study investigates the oral gestures of 8-month-old infants in response to audiovisual presentation of lip and tongue smacks. Infants exhibited more lip gestures than tongue gestures following adult lip smacks and more tongue gestures than lip gestures following adult tongue smacks. The findings, which are consistent with predictions from Articulatory Phonology, imply that 8-month-old infants are capable of producing goal-directed oral gestures by matching the articulatory organ of an adult model.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d8e079760e220a145323d97c5e8c1c34" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":84518978,"asset_id":77006143,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/84518978/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="77006143"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="77006143"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 77006143; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="77006142"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/77006142/Exaggeration_of_Language_Specific_Rhythms_in_English_and_French_Childrens_Songs"><img alt="Research paper thumbnail of Exaggeration of Language-Specific Rhythms in English and French Children's Songs" class="work-thumbnail" src="https://attachments.academia-assets.com/84518977/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/77006142/Exaggeration_of_Language_Specific_Rhythms_in_English_and_French_Childrens_Songs">Exaggeration of Language-Specific Rhythms in English and French Children's Songs</a></div><div class="wp-workCard_item"><span>Frontiers in Psychology</span><span>, 2016</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The available evidence indicates that the music of a culture reflects the speech rhythm of the pr...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The available evidence indicates that the music of a culture reflects the speech rhythm of the prevailing language. The normalized pairwise variability index (nPVI) is a measure of durational contrast between successive events that can be applied to vowels in speech and to notes in music. Music-language parallels may have implications for the acquisition of language and music, but it is unclear whether native-language rhythms are reflected in children's songs. In general, children's songs exhibit greater rhythmic regularity than adults' songs, in line with their caregiving goals and frequent coordination with rhythmic movement. Accordingly, one might expect lower nPVI values (i.e., lower variability) for such songs regardless of culture. In addition to their caregiving goals, children's songs may serve an intuitive didactic function by modeling culturally relevant content and structure for music and language. One might therefore expect pronounced rhythmic parallels between children's songs and language of origin. To evaluate these predictions, we analyzed a corpus of 269 English and French songs from folk and children's music anthologies. As in prior work, nPVI values were significantly higher for English than for French children's songs. For folk songs (i.e., songs not for children), the difference in nPVI for English and French songs was small and in the expected direction but non-significant. We subsequently collected ratings from American and French monolingual and bilingual adults, who rated their familiarity with each song, how much they liked it, and whether or not they thought it was a children's song. Listeners gave higher familiarity and liking ratings to songs from their own culture, and they gave higher familiarity and preference ratings to children's songs than to other songs. Although higher child-directedness ratings were given to children's than to folk songs, French listeners drove this effect, and their ratings were uniquely predicted by nPVI. Together, these findings suggest that language-based rhythmic structures are evident in children's songs, and that listeners expect exaggerated language-based rhythms in children's songs. The implications of these findings for enculturation processes and for the acquisition of music and language are discussed.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="80511d8c1d4e1f2cec277a20b8aa126a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":84518977,"asset_id":77006142,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/84518977/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="77006142"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="77006142"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 77006142; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=77006142]").text(description); $(".js-view-count[data-work-id=77006142]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 77006142; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='77006142']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "80511d8c1d4e1f2cec277a20b8aa126a" } } $('.js-work-strip[data-work-id=77006142]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":77006142,"title":"Exaggeration of Language-Specific Rhythms in English and French Children's Songs","internal_url":"https://www.academia.edu/77006142/Exaggeration_of_Language_Specific_Rhythms_in_English_and_French_Childrens_Songs","owner_id":3873217,"coauthors_can_edit":true,"owner":{"id":3873217,"first_name":"Sandra","middle_initials":null,"last_name":"Trehub","page_name":"SandraTrehub","domain_name":"utoronto","created_at":"2013-04-20T13:16:17.636-07:00","display_name":"Sandra Trehub","url":"https://utoronto.academia.edu/SandraTrehub"},"attachments":[{"id":84518977,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/84518977/thumbnails/1.jpg","file_name":"3be272857f45d3a5a890781539226563e529.pdf","download_url":"https://www.academia.edu/attachments/84518977/download_file","bulk_download_file_name":"Exaggeration_of_Language_Specific_Rhythm.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/84518977/3be272857f45d3a5a890781539226563e529-libre.pdf?1650432961=\u0026response-content-disposition=attachment%3B+filename%3DExaggeration_of_Language_Specific_Rhythm.pdf\u0026Expires=1739553814\u0026Signature=DBz2F1rI66cVjVU~CJ8uxOFOYrOX-swcDrBI~u~BjL~WUPJrQRjobwG~U8FT3zHZsCPiQJdQ1pTIcHtBB3chSHFDOOJxYVAYqq64bo16qHkhAlWXS1Oh6wGHxmEv5RfpYvBpImqh94QmkpTga2YlyK4tNY9EeyZn66hAvFfD6sesIqh8S~qrD6RyCB3LtloXKjghVBMPROVR0fJOJAdaBSiwwwSgTFdLvyr9mCUnmuzQzGKu9BazO-p7EaCR9h2eT1d-N7rRyI8x4W5Z8Gnf7s0GzG2NuyyjSlVWRUVOhKSnFGsxOLDG-8deGoY~njMrdfzQGUOa26IEsrvwTJZbhA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="77006141"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/77006141/Variability_in_infants_responses_to_music"><img alt="Research paper thumbnail of Variability in infants' responses to music" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/77006141/Variability_in_infants_responses_to_music">Variability in infants' responses to music</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Background Individual differences in infants’ responses in the laboratory have begun to receive s...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Background Individual differences in infants’ responses in the laboratory have begun to receive some attention in the field of infant research, with clear evidence for differences due to temperament, attentional style, and more variable factors such as mood and arousal. Studies of infants’ responses to music, however, have not systematically tackled individual differences or variability in responses. Aims This study examines the stability of infants’ music preferences over repeated testing, comparing infants’ responses to music and to other stimuli and test situations, and explores these in relation to individual differences (temperament, gender, and state). Method 38 infants aged 7m16d to 8m21d at the outset (mean 8m) participated in the study, including 22 girls and 16 boys. Background information was collected on the family, music experiences, and infant temperament (using Rothbart’s Infant Behavior Questionnaire-Revised, 2000). Infants participated in four experimental tasks in a soundproofed booth with their caregivers: a book interaction, a visual attention task, a music preference task using the preferential looking technique, and a novel toy interaction. All participants were tested twice, one week apart, and if willing (n=23) were tested twice again, each time separated by a week. All sessions were video recorded. Results General testability and responses to the visual attention task were highly consistent within individual infants from session to session. Music preferences were less consistent, however, with infants seemingly changing their minds about whether they preferred to listen to calming or arousing music on subsequent visits. The general level of testability had no bearing on the variance in any of the other tasks, however, suggesting that good data can be gathered from infants if they are able to undergo the experimental procedures. Conclusions Further data analysis is focusing on the short-term effects of mood and arousal and daily routines on individual infants’ music choices, as well as addressing the effects of individual pieces of music. In addition microanalysis of the infants’ behaviour during the experimental sessions may shed light on the variability observed in response to music. Adults engage with music in highly context-specific ways and preliminary analysis suggests that infants’ behaviour is similar.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="77006141"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="77006141"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 77006141; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=77006141]").text(description); $(".js-view-count[data-work-id=77006141]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 77006141; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='77006141']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=77006141]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":77006141,"title":"Variability in infants' responses to music","internal_url":"https://www.academia.edu/77006141/Variability_in_infants_responses_to_music","owner_id":3873217,"coauthors_can_edit":true,"owner":{"id":3873217,"first_name":"Sandra","middle_initials":null,"last_name":"Trehub","page_name":"SandraTrehub","domain_name":"utoronto","created_at":"2013-04-20T13:16:17.636-07:00","display_name":"Sandra Trehub","url":"https://utoronto.academia.edu/SandraTrehub"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="77006140"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/77006140/Pupils_Dilate_for_Vocal_or_Familiar_Music"><img alt="Research paper thumbnail of Pupils Dilate for Vocal or Familiar Music" class="work-thumbnail" src="https://attachments.academia-assets.com/84518976/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/77006140/Pupils_Dilate_for_Vocal_or_Familiar_Music">Pupils Dilate for Vocal or Familiar Music</a></div><div class="wp-workCard_item"><span>Journal of experimental psychology. Human perception and performance</span><span>, Aug 28, 2016</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Previous research reveals that vocal melodies are remembered better than instrumental renditions....</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Previous research reveals that vocal melodies are remembered better than instrumental renditions. Here we explored the possibility that the voice, as a highly salient stimulus, elicits greater arousal than nonvocal stimuli, resulting in greater pupil dilation for vocal than for instrumental melodies. We also explored the possibility that pupil dilation indexes memory for melodies. We tracked pupil dilation during a single exposure to 24 unfamiliar folk melodies (half sung to la la, half piano) and during a subsequent recognition test in which the previously heard melodies were intermixed with 24 novel melodies (half sung, half piano) from the same corpus. Pupil dilation was greater for vocal melodies than for piano melodies in the exposure phase and in the test phase. It was also greater for previously heard melodies than for novel melodies. Our findings provide the first evidence that pupillometry can be used to measure recognition of stimuli that unfold over several seconds. They ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="24d68ed342db249760becc23398cf938" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":84518976,"asset_id":77006140,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/84518976/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="77006140"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="77006140"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 77006140; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="77006139"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/77006139/Singing_Delays_the_Onset_of_Infant_Distress"><img alt="Research paper thumbnail of Singing Delays the Onset of Infant Distress" class="work-thumbnail" src="https://attachments.academia-assets.com/84534299/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/77006139/Singing_Delays_the_Onset_of_Infant_Distress">Singing Delays the Onset of Infant Distress</a></div><div class="wp-workCard_item"><span>Infancy</span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Much is known about the efficacy of infant-directed (ID) speech and singing for capturing attenti...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Much is known about the efficacy of infant-directed (ID) speech and singing for capturing attention, but little is known about their role in regulating affect. In Experiment 1, infants 7-10 months of age listened to scripted recordings of ID speech, adult-directed speech, or singing in an unfamiliar language (Turkish) until they met a criterion of distress based on negative facial expression. They listened to singing for roughly twice as long as speech before meeting the distress criterion. In Experiment 2, they were exposed to natural recordings of ID speech or singing in a familiar language. As in Experiment 1, ID singing was considerably more effective than speech for delaying the onset of distress. We suggest that the temporal patterning of ID singing, with its regular beat, metrical organization, and tempo, plays</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="faa44ec2e091f89e604bf392b1f60756" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":84534299,"asset_id":77006139,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/84534299/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="77006139"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="77006139"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 77006139; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="77006138"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/77006138/Maternal_Vocal_Interactions_with_Infants_Reciprocal_Visual_Influences"><img alt="Research paper thumbnail of Maternal Vocal Interactions with Infants: Reciprocal Visual Influences" class="work-thumbnail" src="https://attachments.academia-assets.com/84534300/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/77006138/Maternal_Vocal_Interactions_with_Infants_Reciprocal_Visual_Influences">Maternal Vocal Interactions with Infants: Reciprocal Visual Influences</a></div><div class="wp-workCard_item"><span>Social Development</span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The present study examined the influence of infant visual cues on maternal vocal and facial expre...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The present study examined the influence of infant visual cues on maternal vocal and facial expressiveness while speaking or singing and the influence of maternal visual cues on infant attention. Experiment 1 asked whether mothers exhibit more vocal emotion when speaking and singing to infants in or out of view. Adults judged which of each pair of audio excerpts (in view, out of view) sounded more emotional. Face-to-face vocalizations were judged more emotional than vocalizations to infants out of view. Moreover, mothers smiled considerably more while singing than while speaking to infants. Experiment 2 examined the influence of video feedback from infants on maternal speech and singing. Maternal vocalizations in the context of video feedback were judged to be less emotional than those in face-to-face contexts but more emotional than those in out-of-view contexts. Experiment 3 compared six-month-old infants' attention to maternal speech and singing with audio-only versions or with silent video-only versions. Infants exhibited comparable attention to audio-only versions of speech and singing but greater attention to video-only versions of singing. The present investigation is unique in documenting the contribution of infant visual feedback to maternal vocal emotion in contexts that control for infants' presence, visibility, and proximity.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="bfe8aaeff87ce5f62c1e98b5cba98ba2" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":84534300,"asset_id":77006138,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/84534300/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="77006138"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="77006138"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 77006138; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="77006137"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/77006137/Emotion_and_Music_in_Infancy"><img alt="Research paper thumbnail of Emotion and Music in Infancy" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/77006137/Emotion_and_Music_in_Infancy">Emotion and Music in Infancy</a></div><div class="wp-workCard_item"><span>Musicae Scientiae</span><span>, 2001</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The infant&#39;s environment is filled with musical input. Mothers’ speech to infants is music-li...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The infant&#39;s environment is filled with musical input. Mothers’ speech to infants is music-like, exhibiting a variety of musical features that reflect its emotional expressiveness. Although this speech has similar melodic contours across cultures, which reflect comparable expressive intentions, each mother has individually distinctive interval patterns or speech tunes. Mothers also sing to infants in an emotive manner, their repeated performances being unusually stable in pitch and tempo. Infants prefer affectively positive speech to affectively neutral speech, and they prefer infant-directed performances of songs to other performances. When infants are presented with audio-visual versions of their mother&#39;s speech and singing, they exhibit more sustained interest in the singing than in the speech episodes. Finally, live maternal singing has more sustained effects on infant arousal than does live maternal speech. We discuss the implications of these findings and suggest direc...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="77006137"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="77006137"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 77006137; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=77006137]").text(description); $(".js-view-count[data-work-id=77006137]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 77006137; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='77006137']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=77006137]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":77006137,"title":"Emotion and Music in Infancy","internal_url":"https://www.academia.edu/77006137/Emotion_and_Music_in_Infancy","owner_id":3873217,"coauthors_can_edit":true,"owner":{"id":3873217,"first_name":"Sandra","middle_initials":null,"last_name":"Trehub","page_name":"SandraTrehub","domain_name":"utoronto","created_at":"2013-04-20T13:16:17.636-07:00","display_name":"Sandra Trehub","url":"https://utoronto.academia.edu/SandraTrehub"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="77006136"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/77006136/In_the_Beginning_A_Brief_History_of_Infant_Music_Perception"><img alt="Research paper thumbnail of In the Beginning: A Brief History of Infant Music Perception" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/77006136/In_the_Beginning_A_Brief_History_of_Infant_Music_Perception">In the Beginning: A Brief History of Infant Music Perception</a></div><div class="wp-workCard_item"><span>Musicae Scientiae</span><span>, 2010</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The study of infant music perception began in the 1970s—a time when young infants were considered...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The study of infant music perception began in the 1970s—a time when young infants were considered incapable of holistic processing of auditory sequences. These limitations were reconsidered with the demonstration of infants’ configural processing of pitch and timing patterns, which presaged the vibrant field of study that unfolded over subsequent decades. The 1980s revealed the salience of melodic contour for infants as well as adult-like processing of pitch and timing patterns. The 1990s shed new light on intervals and scales, uncovering situations in which infant listeners outperformed their adult counterparts. Scholars in the new millennium have documented a number of factors that influence rhythm perception in infancy, including incidental exposure to music and the experience of movement during music listening. In addition, brain-based measures are shedding light on the musical sensitivities of newborn infants. 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