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class="social-profile-avatar-container"><img class="profile-avatar u-positionAbsolute" alt="Laura Cirelli" border="0" onerror="if (this.src != '//a.academia-assets.com/images/s200_no_pic.png') this.src = '//a.academia-assets.com/images/s200_no_pic.png';" width="200" height="200" src="https://0.academia-photos.com/13570196/3790350/4436680/s200_laura.cirelli.jpg" /></div><div class="title-container"><h1 class="ds2-5-heading-sans-serif-sm">Laura Cirelli</h1><div class="affiliations-container fake-truncate js-profile-affiliations"><div><a class="u-tcGrayDarker" href="https://utoronto.academia.edu/">University of Toronto</a>, <a class="u-tcGrayDarker" href="https://utoronto.academia.edu/Departments/Psychology/Documents">Psychology</a>, <span class="u-tcGrayDarker">Faculty Member</span></div><div><a class="u-tcGrayDarker" href="https://mcmaster.academia.edu/">McMaster University</a>, <a class="u-tcGrayDarker" 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</a></div></div><div class="external-links-container"><ul class="profile-links new-profile js-UserInfo-social"><li class="profile-profiles js-social-profiles-container"><i class="fa fa-spin fa-spinner"></i></li></ul></div></div></div><div class="right-panel-container"><div class="user-content-wrapper"><div class="uploads-container" id="social-redesign-work-container"><div class="upload-header"><h2 class="ds2-5-heading-sans-serif-xs">Uploads</h2></div><div class="nav-container backbone-profile-documents-nav hidden-xs"><ul class="nav-tablist" role="tablist"><li class="nav-chip active" role="presentation"><a data-section-name="" data-toggle="tab" href="#all" role="tab">all</a></li><li class="nav-chip" role="presentation"><a class="js-profile-docs-nav-section u-textTruncate" data-click-track="profile-works-tab" data-section-name="Papers" data-toggle="tab" href="#papers" role="tab" title="Papers"><span>10</span> <span class="ds2-5-body-sm-bold">Papers</span></a></li><li class="nav-chip" 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class="profile--tab_heading_container">Papers by Laura Cirelli</h3></div><div class="js-work-strip profile--work_container" data-work-id="34310007"><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/34310007/How_interpersonal_synchrony_facilitates_early_prosocial_behavior"><img alt="Research paper thumbnail of How interpersonal synchrony facilitates early prosocial 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/34310007/How_interpersonal_synchrony_facilitates_early_prosocial_behavior">How interpersonal synchrony facilitates early prosocial behavior</a></div><div class="wp-workCard_item"><span>Current Opinions in Psychology</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">When infants and children affiliate with others, certain cues may direct their social efforts to ...</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">When infants and children affiliate with others, certain cues may direct their social efforts to ‘better’ social partners. Interpersonal synchrony, or when two or more people move together in time, can be one such cue. In adults, experiencing interpersonal synchrony encourages affiliative behaviors. Recent studies have found that these effects also influence early prosociality — for example, 14-month-olds help a synchronous partner more than an asynchronous partner. These effects on helping are specifically directed to the synchronous movement partner and members of that person's social group. In older children, the prosocial effects of interpersonal synchrony may even cross group divides. How synchrony and other cues for group membership influence early prosociality is a promising avenue for future research.</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="34310007"><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="34310007"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 34310007; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=34310007]").text(description); $(".js-view-count[data-work-id=34310007]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 34310007; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='34310007']"); 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" } } $('.js-work-strip[data-work-id=34310007]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":34310007,"title":"How interpersonal synchrony facilitates early prosocial behavior","internal_url":"https://www.academia.edu/34310007/How_interpersonal_synchrony_facilitates_early_prosocial_behavior","owner_id":13570196,"coauthors_can_edit":true,"owner":{"id":13570196,"first_name":"Laura","middle_initials":null,"last_name":"Cirelli","page_name":"LauraCirelli","domain_name":"utoronto","created_at":"2014-07-04T01:41:52.336-07:00","display_name":"Laura Cirelli","url":"https://utoronto.academia.edu/LauraCirelli"},"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="29641596"><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/29641596/Rhythm_and_interpersonal_synchrony_in_early_social_development"><img alt="Research paper thumbnail of Rhythm and interpersonal synchrony in early social development" class="work-thumbnail" src="https://attachments.academia-assets.com/50079058/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/29641596/Rhythm_and_interpersonal_synchrony_in_early_social_development">Rhythm and interpersonal synchrony in early social development</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/LauraCirelli">Laura Cirelli</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/LaurelTrainor">Laurel Trainor</a></span></div><div class="wp-workCard_item"><span>Annals of the New York Academy of Sciences</span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Adults who engage in synchronous movement to music later report liking each other better, remembe...</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 who engage in synchronous movement to music later report liking each other better, remembering more about each other, trusting each other more, and are more likely to cooperate with each other compared to adults who engage in asynchronous movements. Although poor motor coordination limits infants' ability to entrain to a musical beat, they perceive metrical structure in auditory rhythm patterns, their movements are affected by the tempo of music they hear, and if they are bounced by an adult to a rhythm pattern, the manner of this bouncing can affect their auditory interpretation of the meter of that pattern. In this paper, we review studies showing that by 14 months of age, infants who are bounced in synchrony with an adult subsequently show more altruistic behavior toward that adult in the form of handing back objects "accidentally" dropped by the adult compared to infants who are bounced asynchronously with the adult. Furthermore, increased helpfulness is directed at the synchronized bounce partner, but not at a neutral stranger. Interestingly, however, helpfulness does generalize to a "friend" of the synchronized bounce partner. In sum, synchronous movement between infants and adults has a powerful effect on infants' expression of directed prosocial behavior.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="39bc0ed47b9aaa5c63a4a1e5deba8313" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":50079058,"asset_id":29641596,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/50079058/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="29641596"><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="29641596"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 29641596; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=29641596]").text(description); $(".js-view-count[data-work-id=29641596]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 29641596; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='29641596']"); 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: "39bc0ed47b9aaa5c63a4a1e5deba8313" } } $('.js-work-strip[data-work-id=29641596]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":29641596,"title":"Rhythm and interpersonal synchrony in early social development","internal_url":"https://www.academia.edu/29641596/Rhythm_and_interpersonal_synchrony_in_early_social_development","owner_id":13570196,"coauthors_can_edit":true,"owner":{"id":13570196,"first_name":"Laura","middle_initials":null,"last_name":"Cirelli","page_name":"LauraCirelli","domain_name":"utoronto","created_at":"2014-07-04T01:41:52.336-07:00","display_name":"Laura Cirelli","url":"https://utoronto.academia.edu/LauraCirelli"},"attachments":[{"id":50079058,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/50079058/thumbnails/1.jpg","file_name":"Rhythm_and_interpersonal_synchrony_in_ea20161103-19346-1xi2eq8.pdf","download_url":"https://www.academia.edu/attachments/50079058/download_file","bulk_download_file_name":"Rhythm_and_interpersonal_synchrony_in_ea.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/50079058/Rhythm_and_interpersonal_synchrony_in_ea20161103-19346-1xi2eq8-libre.pdf?1478181466=\u0026response-content-disposition=attachment%3B+filename%3DRhythm_and_interpersonal_synchrony_in_ea.pdf\u0026Expires=1740159941\u0026Signature=NW2E7onDXYvOx-xeVwGOgvMxuuhT0eTuKt1TLIpRtOlQC5NZRYr~ag8GFq8dM~Fvbp3b4Hm6fk45zQFIM3FTkFGY1MUyGsw4s0uVHgLzSvJ8FJY1Sbcw6SD4kEuyl7RxhjQocNv7RcFtrxxHYw7NQ-dGH6hrYSsRJ70FFMyLS6Ixhjg3cEJhjh~hcT2MrL74gvALfEzLoQ1KzWf93LEKdKM9QooA6QPmwp1irpxURrvfcmjsNyCYIp4nQCk3SWNymp83~Y8nmzpTpyKqOsxzUA~cz1G3F9u13cXjvDM~70ZrgpicP4svmFC0ulc5Hm-yYHKUr7F7rZg7pEhr1k8A3w__\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="29602025"><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/29602025/Measuring_Neural_Entrainment_to_Beat_and_Meter_in_Infants_Effects_of_Music_Background"><img alt="Research paper thumbnail of Measuring Neural Entrainment to Beat and Meter in Infants: Effects of Music Background" class="work-thumbnail" src="https://attachments.academia-assets.com/50042798/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/29602025/Measuring_Neural_Entrainment_to_Beat_and_Meter_in_Infants_Effects_of_Music_Background">Measuring Neural Entrainment to Beat and Meter in Infants: Effects of Music Background</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/LauraCirelli">Laura Cirelli</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/LaurelTrainor">Laurel Trainor</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Caregivers often engage in musical interactions with their infants. For example, parents across c...</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">Caregivers often engage in musical interactions with their infants. For example, parents across cultures sing lullabies and playsongs to their infants from birth. Behavioral studies indicate that infants not only extract beat information, but also group these beats into metrical hierarchies by as early as 6 months of age. However, it is not known how this is accomplished in the infant brain. An EEG frequency-tagging approach has been used successfully with adults to measure neural entrainment to auditory rhythms. The current study is the first to use this technique with infants in order to investigate how infants' brains encode rhythms. Furthermore, we examine how infant and parent music background is associated with individual differences in rhythm encoding. In Experiment 1, EEG was recorded while 7-month-old infants listened to an ambiguous rhythmic pattern that could be perceived to be in two different meters. In Experiment 2, EEG was recorded while 15-month-old infants listened to a rhythmic pattern with an unambiguous meter. In both age groups, information about music background (parent music training, infant music classes, hours of music listening) was collected. Both age groups showed clear EEG responses frequency-locked to the rhythms, at frequencies corresponding to both beat and meter. For the younger infants (Experiment 1), the amplitudes at duple meter frequencies were selectively enhanced for infants enrolled in music classes compared to those who had not engaged in such classes. For the older infants (Experiment 2), amplitudes at beat and meter frequencies were larger for infants with musically-trained compared to musically-untrained parents. These results suggest that the frequency-tagging method is sensitive to individual differences in beat and meter processing in infancy and could be used to track developmental changes.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="959448f0a9317843b1d4d6f52b5ba061" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":50042798,"asset_id":29602025,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/50042798/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="29602025"><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="29602025"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 29602025; 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dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "959448f0a9317843b1d4d6f52b5ba061" } } $('.js-work-strip[data-work-id=29602025]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":29602025,"title":"Measuring Neural Entrainment to Beat and Meter in Infants: Effects of Music Background","internal_url":"https://www.academia.edu/29602025/Measuring_Neural_Entrainment_to_Beat_and_Meter_in_Infants_Effects_of_Music_Background","owner_id":13570196,"coauthors_can_edit":true,"owner":{"id":13570196,"first_name":"Laura","middle_initials":null,"last_name":"Cirelli","page_name":"LauraCirelli","domain_name":"utoronto","created_at":"2014-07-04T01:41:52.336-07:00","display_name":"Laura Cirelli","url":"https://utoronto.academia.edu/LauraCirelli"},"attachments":[{"id":50042798,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/50042798/thumbnails/1.jpg","file_name":"CirelliSpinelliNozaradanTrainor_2016.pdf","download_url":"https://www.academia.edu/attachments/50042798/download_file","bulk_download_file_name":"Measuring_Neural_Entrainment_to_Beat_and.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/50042798/CirelliSpinelliNozaradanTrainor_2016-libre.pdf?1478049915=\u0026response-content-disposition=attachment%3B+filename%3DMeasuring_Neural_Entrainment_to_Beat_and.pdf\u0026Expires=1739633492\u0026Signature=RGwDcFCf6byI3QiwEkeV6NLFtUkiCs-K~dmxdB~22iV2AetK3CbdPfTDXj9rHcmZe8OBkUD1uRTv-HQQo~TpoHw9uhlXzWMdKsNW0IdAW7t5h95z1E8DucBEoWEABAS1-ToVV9GeONozvD4M0yuy7LmW4g3OmWudBwSG7avlzFcLsLPNf0~DNQYkZ4q1S3yKBLnLrwyvsvgQn9x4mzaymUZC0mml2eh3YXQ9lniaEjQ02iET2M66rdOzQSvT4iKK0H3wXOyz2kKTML75WZpZdcyxwfqAjP3Y~9Lqrb~QuYte5gO9KnWZvzUniXrVHxrhbShSgfYN8ZtltHC~x9l0LQ__\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="29602009"><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/29602009/Social_Effects_of_Movement_Synchrony_Increased_Infant_Helpfulness_only_Transfers_to_Affiliates_of_Synchronously_Moving_Partners"><img alt="Research paper thumbnail of Social Effects of Movement Synchrony: Increased Infant Helpfulness only Transfers to Affiliates of Synchronously Moving Partners" class="work-thumbnail" src="https://attachments.academia-assets.com/50042666/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/29602009/Social_Effects_of_Movement_Synchrony_Increased_Infant_Helpfulness_only_Transfers_to_Affiliates_of_Synchronously_Moving_Partners">Social Effects of Movement Synchrony: Increased Infant Helpfulness only Transfers to Affiliates of Synchronously Moving Partners</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/LauraCirelli">Laura Cirelli</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/LaurelTrainor">Laurel Trainor</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Interpersonal synchrony increases cooperation among adults, children, and infants. We tested whet...</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">Interpersonal synchrony increases cooperation among adults, children, and infants. We tested whether increased infant helpfulness transfers to individuals uninvolved in the movement, but shown to be affiliates of a synchronously moving partner. Initially, 14-month-old infants (N = 48) watched a live skit by Experimenters 1 and 2 that either demonstrated affiliation or individuality. Infants in both groups were then randomly assigned to be bounced to music either synchronously or asynchronously with Experi-menter 1. Infant instrumental helpfulness toward Experimenter 2 was then measured. If the two experimenters were affiliates, infants from the synchronous movement condition were significantly more helpful toward Experimenter 2 than infants from the asynchronous movement condition. However, if the two experimenters were not affiliated, synchrony effects on prosociality did not transfer to Experimenter 2. These results show the importance of musical synchrony for social interaction and suggest that infants may use an understanding of third-party social relationships when directing their own social behaviors.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9a965cf3071364d32cf2ede8a1c2967d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":50042666,"asset_id":29602009,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/50042666/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="29602009"><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="29602009"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 29602009; 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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="9302004"><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/9302004/Fourteen_month_old_infants_use_interpersonal_synchrony_as_a_cue_to_direct_helpfulness"><img alt="Research paper thumbnail of Fourteen-month-old infants use interpersonal synchrony as a cue to direct helpfulness" 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/9302004/Fourteen_month_old_infants_use_interpersonal_synchrony_as_a_cue_to_direct_helpfulness">Fourteen-month-old infants use interpersonal synchrony as a cue to direct helpfulness</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/LauraCirelli">Laura Cirelli</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/LaurelTrainor">Laurel Trainor</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Musical behaviours such as dancing, singing and music production, which require the ability to en...</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">Musical behaviours such as dancing, singing and music production, which require the ability to entrain to a rhythmic beat, encourage high levels of inter- personal coordination. Such coordination has been associated with increased group cohesion and social bonding between group members. Previously, we demonstrated that this association influences even the social behaviour of 14-month-old infants. Infants were significantly more likely to display help- fulness towards an adult experimenter following synchronous bouncing compared with asynchronous bouncing to music. The present experiment was designed to determine whether interpersonal synchrony acts as a cue for 14-month-olds to direct their prosocial behaviours to specific individuals with whom they have experienced synchronous movement, or whether it acts as a social prime, increasing prosocial behaviour in general. Consistent with the previous results, infants were significantly more likely to help an experimenter following synchronous versus asynchronous movement with this person. Furthermore, this manipulation did not affect infant’s behaviour towards a neutral stranger, who was not involved in any move- ment experience. This indicates that synchronous bouncing acts as a social cue for directing prosociality. These results have implications for how musical engagement and rhythmic synchrony affect social behaviour very early in development.</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="9302004"><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="9302004"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 9302004; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=9302004]").text(description); 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dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=9302004]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":9302004,"title":"Fourteen-month-old infants use interpersonal synchrony as a cue to direct helpfulness","internal_url":"https://www.academia.edu/9302004/Fourteen_month_old_infants_use_interpersonal_synchrony_as_a_cue_to_direct_helpfulness","owner_id":13570196,"coauthors_can_edit":true,"owner":{"id":13570196,"first_name":"Laura","middle_initials":null,"last_name":"Cirelli","page_name":"LauraCirelli","domain_name":"utoronto","created_at":"2014-07-04T01:41:52.336-07:00","display_name":"Laura Cirelli","url":"https://utoronto.academia.edu/LauraCirelli"},"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="8079628"><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/8079628/Interpersonal_synchrony_increases_prosocial_behavior_in_infants"><img alt="Research paper thumbnail of Interpersonal synchrony increases prosocial behavior in infants" class="work-thumbnail" src="https://attachments.academia-assets.com/34531821/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/8079628/Interpersonal_synchrony_increases_prosocial_behavior_in_infants">Interpersonal synchrony increases prosocial behavior in 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://hollandbloorview.academia.edu/KateEinarson">Kate Einarson</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 Science</span><span>, 2014</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Adults who move together to a shared musical beat synchronously as opposed to asynchronously are ...</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 who move together to a shared musical beat synchronously as opposed to asynchronously are subsequently more likely to display prosocial behaviors toward each other. The development of musical behaviors during infancy has been described previously, but the social implications of such behaviors in infancy have been little studied. In Experiment 1, each of 48 14-month-old infants was held by an assistant and gently bounced to music while facing the experimenter, who bounced either in-synchrony or out-of-synchrony with the way the infant was bounced. The infants were then placed in a situation in which they had the opportunity to help the experimenter by handing objects to her that she had ‘accidently’ dropped. We found that 14-month-old infants were more likely to engage in altruistic behavior and help the experimenter after having been bounced to music in synchrony with her, compared to infants who were bounced to music asynchronously with her. The results of Experiment 2, using anti-phase bouncing, suggest that this is due to the contingency of the synchronous movements as opposed to movement symmetry. These findings support the hypothesis that interpersonal motor synchrony might be one key component of musical engagement that encourages social bonds among group members, and suggest that this motor synchrony to music may promote the very early development of altruistic behavior.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d13b9b85a4927ae7f0f3c7e70d1d4a39" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":34531821,"asset_id":8079628,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/34531821/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="8079628"><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="8079628"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 8079628; 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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="7554829"><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/7554829/Interpersonal_synchrony_increases_prosocial_behavior_in_infants"><img alt="Research paper thumbnail of Interpersonal synchrony increases prosocial behavior in infants" class="work-thumbnail" src="https://attachments.academia-assets.com/34116158/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/7554829/Interpersonal_synchrony_increases_prosocial_behavior_in_infants">Interpersonal synchrony increases prosocial behavior in 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/LauraCirelli">Laura Cirelli</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://hollandbloorview.academia.edu/KateEinarson">Kate Einarson</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/LaurelTrainor">Laurel Trainor</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Adults who move together to a shared musical beat synchronously as opposed to asynchronously are ...</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 who move together to a shared musical beat synchronously as opposed to asynchronously are subsequently more likely to display prosocial behaviors toward each other. The development of musical behaviors during infancy has been described previously, but the social implications of such behaviors in infancy have been little studied. In Experiment 1, each of 48 14-month-old infants was held by an assistant and gently bounced to music while facing the experimenter, who bounced either in-synchrony or out-of-synchrony with the way the infant was bounced. The infants were then placed in a situation in which they had the opportunity to help the experimenter by handing objects to her that she had 'accidently' dropped. We found that 14-month-old infants were more likely to engage in altruistic behavior and help the experimenter after having been bounced to music in synchrony with her, compared to infants who were bounced to music asynchronously with her. The results of Experiment 2, using anti-phase bouncing, suggest that this is due to the contingency of the synchronous movements as opposed to movement symmetry. These findings support the hypothesis that interpersonal motor synchrony might be one key component of musical engagement that encourages social bonds among group members, and suggest that this motor synchrony to music may promote the very early development of altruistic behavior.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="305b2aae117eb94383637f7924bd206c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":34116158,"asset_id":7554829,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/34116158/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="7554829"><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="7554829"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 7554829; 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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="7629357"><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/7629357/Beat_induced_fluctuations_in_auditory_cortical_beta_band_activity_using_EEG_to_measure_age_related_changes"><img alt="Research paper thumbnail of Beat-induced fluctuations in auditory cortical beta-band activity: using EEG to measure age-related changes" class="work-thumbnail" src="https://attachments.academia-assets.com/34172937/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/7629357/Beat_induced_fluctuations_in_auditory_cortical_beta_band_activity_using_EEG_to_measure_age_related_changes">Beat-induced fluctuations in auditory cortical beta-band activity: using EEG to measure age-related changes</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/LauraCirelli">Laura Cirelli</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://mcmaster.academia.edu/FionaManning">Fiona Manning</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/LaurelTrainor">Laurel Trainor</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://mcmaster.academia.edu/DanielBosnyak">Daniel Bosnyak</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">People readily extract regularity in rhythmic auditory patterns, enabling prediction of the onset...</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">People readily extract regularity in rhythmic auditory patterns, enabling prediction of the onset of the next beat. Recent magnetoencephalography (MEG) research suggests that such prediction is reflected by the entrainment of oscillatory networks in the brain to the tempo of the sequence. In particular, induced beta-band oscillatory activity from auditory cortex decreases after each beat onset and rebounds prior to the onset of the next beat across tempi in a predictive manner. The objective of the present study was to examine the development of such oscillatory activity by comparing electroencephalography (EEG) measures of beta-band fluctuations in 7-year-old children to adults. EEG was recorded while participants listened passively to isochronous tone sequences at three tempi (390, 585, and 780 ms for onset-to-onset interval). In adults, induced power in the high beta-band (20-25 Hz) decreased after each tone onset and rebounded prior to the onset of the next tone across tempo conditions, consistent with MEG findings. In children, a similar pattern was measured in the two slower tempo conditions, but was weaker in the fastest condition.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9f6035d233631666391a8b20c3644ed5" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":34172937,"asset_id":7629357,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/34172937/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="7629357"><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="7629357"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 7629357; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=7629357]").text(description); $(".js-view-count[data-work-id=7629357]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 7629357; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='7629357']"); 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: "9f6035d233631666391a8b20c3644ed5" } } $('.js-work-strip[data-work-id=7629357]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":7629357,"title":"Beat-induced fluctuations in auditory cortical beta-band activity: using EEG to measure age-related changes","internal_url":"https://www.academia.edu/7629357/Beat_induced_fluctuations_in_auditory_cortical_beta_band_activity_using_EEG_to_measure_age_related_changes","owner_id":13570196,"coauthors_can_edit":true,"owner":{"id":13570196,"first_name":"Laura","middle_initials":null,"last_name":"Cirelli","page_name":"LauraCirelli","domain_name":"utoronto","created_at":"2014-07-04T01:41:52.336-07:00","display_name":"Laura Cirelli","url":"https://utoronto.academia.edu/LauraCirelli"},"attachments":[{"id":34172937,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/34172937/thumbnails/1.jpg","file_name":"cirelli_etal_frontiers.pdf","download_url":"https://www.academia.edu/attachments/34172937/download_file","bulk_download_file_name":"Beat_induced_fluctuations_in_auditory_co.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/34172937/cirelli_etal_frontiers-libre.pdf?1405062229=\u0026response-content-disposition=attachment%3B+filename%3DBeat_induced_fluctuations_in_auditory_co.pdf\u0026Expires=1740159941\u0026Signature=ghFcYTMIIX~dtlpVYACs0YKM-VXq3g1cPizXms0~~eOWU01~4TbsQFGRtNGnBgUxDeAYUJqYRMxzMxSth3BGw4VV~eL2MVm2iYCVUy-XuxQNa4N629UOFaJlr4p6GcGRv~--dEt2aLG0EKvpHNqCQl979fRZ8Xa4iJ5TYUMAiNo9pybreoCJ9cV2YGMSmF7TVdvDhCe2TG2CvPAbOtQJ6oODC0UlZlOKkHxUXxVgN95UCIrqV-NrHGkD10rb8SDUTwDNPiq62hYd4YxZJqulBq9zBDbUuGK2Hf~53aeZJxWP6Ajx7W~8XKcKpauPBWU8D6jSWrd8gDFqM2BSdlj6IA__\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="29641600"><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/29641600/Using_Implicit_Instructional_Cues_to_Influence_False_Memory_Induction"><img alt="Research paper thumbnail of Using Implicit Instructional Cues to Influence False Memory Induction" 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/29641600/Using_Implicit_Instructional_Cues_to_Influence_False_Memory_Induction">Using Implicit Instructional Cues to Influence False Memory Induction</a></div><div class="wp-workCard_item"><span>Journal of Psycholinguistic Research</span><span>, 2014</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Previous research has shown that explicit cues specific to the encoding process (endogenous) or c...</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 has shown that explicit cues specific to the encoding process (endogenous) or characteristic of the stimuli themselves (exogenous) can be used to direct a reader&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39;s attentional resources towards either relational or item-specific information. By directing attention to relational information (and therefore away from item-specific information) the rate of false memory induction can be increased. The purpose of the current study was to investigate if a similar effect would be found by manipulating implicitly endogenous cues. An instructional manipulation was used to influence the perceptual action participants performed on word stimuli during the encoding of DRM list words. Results demonstrated that the instructional conditions that encouraged faster processing also led to an increased rate of false memory induction for semantically related words, supporting the hypothesis that attention was directed towards relational information. This finding supports the impoverished relational processing account of false memory induction. This supports the idea that implicitly endogenous cues, exogenous cues (like font) or explicitly endogenous cues (like training) can direct attentional resources during encoding.</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="29641600"><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="29641600"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 29641600; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=29641600]").text(description); $(".js-view-count[data-work-id=29641600]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 29641600; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='29641600']"); 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" } } $('.js-work-strip[data-work-id=29641600]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":29641600,"title":"Using Implicit Instructional Cues to Influence False Memory Induction","internal_url":"https://www.academia.edu/29641600/Using_Implicit_Instructional_Cues_to_Influence_False_Memory_Induction","owner_id":13570196,"coauthors_can_edit":true,"owner":{"id":13570196,"first_name":"Laura","middle_initials":null,"last_name":"Cirelli","page_name":"LauraCirelli","domain_name":"utoronto","created_at":"2014-07-04T01:41:52.336-07:00","display_name":"Laura Cirelli","url":"https://utoronto.academia.edu/LauraCirelli"},"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="29641599"><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/29641599/Do_You_See_What_I_See_Differentiation_of_Visual_Action_Words"><img alt="Research paper thumbnail of Do You ‘See’ What I ‘See’? Differentiation of Visual Action Words" class="work-thumbnail" src="https://attachments.academia-assets.com/50079049/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/29641599/Do_You_See_What_I_See_Differentiation_of_Visual_Action_Words">Do You ‘See’ What I ‘See’? Differentiation of Visual Action Words</a></div><div class="wp-workCard_item"><span>Journal of Psycholinguistic Research</span><span>, 2014</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">found that processing time for simple visual stimuli was affected by the visual action participan...</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">found that processing time for simple visual stimuli was affected by the visual action participants had been instructed to perform on these stimuli (e.g., see, distinguish). It was concluded that these effects reflected the differences in the durations of these various visual actions, and the results were compared to participants' subjective ratings of word meaning but it was also possible that word characteristics like length might have influenced response times. The present study takes advantage of word length differences between French and English visual action words in order to address this issue. The goals of the present study were to provide evidence that (1) the processing time differences previously found were due to differences in the cognitive actions represented by these words (and not due to characteristics to the words themselves), and (2) that individuals subjectively differentiate visual action words in such a way that allows for predictable differences in behaviour. Participants differentiated 14 French visual action words along two dimensions. Four of these words were then used in the instructions for a size-discrimination task. Processing time depended on the visual action word in the instruction to the task and differed in a predictable manner according to word meaning but not word length.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="897c050e449aaf3a478fff0313ec494e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":50079049,"asset_id":29641599,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/50079049/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="29641599"><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="29641599"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 29641599; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=29641599]").text(description); $(".js-view-count[data-work-id=29641599]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 29641599; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='29641599']"); 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: "897c050e449aaf3a478fff0313ec494e" } } $('.js-work-strip[data-work-id=29641599]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":29641599,"title":"Do You ‘See’ What I ‘See’? Differentiation of Visual Action Words","internal_url":"https://www.academia.edu/29641599/Do_You_See_What_I_See_Differentiation_of_Visual_Action_Words","owner_id":13570196,"coauthors_can_edit":true,"owner":{"id":13570196,"first_name":"Laura","middle_initials":null,"last_name":"Cirelli","page_name":"LauraCirelli","domain_name":"utoronto","created_at":"2014-07-04T01:41:52.336-07:00","display_name":"Laura Cirelli","url":"https://utoronto.academia.edu/LauraCirelli"},"attachments":[{"id":50079049,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/50079049/thumbnails/1.jpg","file_name":"Do_You_See_What_I_See_Differentiation_of20161103-6512-vie8lf.pdf","download_url":"https://www.academia.edu/attachments/50079049/download_file","bulk_download_file_name":"Do_You_See_What_I_See_Differentiation_of.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/50079049/Do_You_See_What_I_See_Differentiation_of20161103-6512-vie8lf-libre.pdf?1478181464=\u0026response-content-disposition=attachment%3B+filename%3DDo_You_See_What_I_See_Differentiation_of.pdf\u0026Expires=1740159941\u0026Signature=QmbKge2BNhbLAXKmnV0hbXofcJYYqpvo~mZMRCt3RNyMD6A7C5OoeP08GJArQ5xZuwbctjlphyw-QpEj07dxRYOzAg7lte0vdjHZ20kkVFc8gvz4sxz9Cl9dgGIM8NVJjMb5TRU7i2YktQyBiSU3PNMjrd0uGp7wVN3OJPV5cczl6Nffs12Zt3ngo6eHvqqXb9fmY8Z6p4GJrliVJWTVRmDIdjIDRNr192wfdgWatW-gaYKUrOvy9y6jVPzOC3asgREZf3r5P5Hdt8qggex04MFdO~z-SJSn44FIgecti6abzUqBK3qK31L7Xi4xRGwLkysURaGRg81DcktZckuwzw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="profile--tab_heading_container js-section-heading" data-section="Videos" id="Videos"><h3 class="profile--tab_heading_container">Videos by Laura Cirelli</h3></div><div class="js-work-strip profile--work_container" data-work-id="8195191"><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/8195191/Interpersonal_Synchrony_Increases_Prosocial_Behavior_in_Infants_Video_Abstract"><img alt="Research paper thumbnail of Interpersonal Synchrony Increases Prosocial Behavior in Infants - Video Abstract " 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/8195191/Interpersonal_Synchrony_Increases_Prosocial_Behavior_in_Infants_Video_Abstract">Interpersonal Synchrony Increases Prosocial Behavior in Infants - Video Abstract </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/LauraCirelli">Laura Cirelli</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://hollandbloorview.academia.edu/KateEinarson">Kate Einarson</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/LaurelTrainor">Laurel Trainor</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This is a video abstract for the upcoming article in Developmental Science entitled: Interpersona...</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 is a video abstract for the upcoming article in Developmental Science entitled: Interpersonal Synchrony Increases Prosocial Behavior in Infants. By Laura Cirelli, Kathleen Einarson & Laurel Trainor <br /> <br /><a href="http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1467-7687&#39" rel="nofollow">http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1467-7687&#39</a>;</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="8195191"><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="8195191"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 8195191; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=8195191]").text(description); $(".js-view-count[data-work-id=8195191]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 8195191; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='8195191']"); 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); 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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. 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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. 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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. 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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.","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="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. 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. ■","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. 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="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="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="758f05f9d4d0bd3dc4b33cd578510d30" 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><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="1587048" id="papers"><div class="js-work-strip profile--work_container" data-work-id="34310007"><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/34310007/How_interpersonal_synchrony_facilitates_early_prosocial_behavior"><img alt="Research paper thumbnail of How interpersonal synchrony facilitates early prosocial 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/34310007/How_interpersonal_synchrony_facilitates_early_prosocial_behavior">How interpersonal synchrony facilitates early prosocial behavior</a></div><div class="wp-workCard_item"><span>Current Opinions in Psychology</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">When infants and children affiliate with others, certain cues may direct their social efforts to ...</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">When infants and children affiliate with others, certain cues may direct their social efforts to ‘better’ social partners. Interpersonal synchrony, or when two or more people move together in time, can be one such cue. In adults, experiencing interpersonal synchrony encourages affiliative behaviors. Recent studies have found that these effects also influence early prosociality — for example, 14-month-olds help a synchronous partner more than an asynchronous partner. These effects on helping are specifically directed to the synchronous movement partner and members of that person's social group. In older children, the prosocial effects of interpersonal synchrony may even cross group divides. How synchrony and other cues for group membership influence early prosociality is a promising avenue for future research.</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="34310007"><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="34310007"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 34310007; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=34310007]").text(description); 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dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=34310007]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":34310007,"title":"How interpersonal synchrony facilitates early prosocial behavior","internal_url":"https://www.academia.edu/34310007/How_interpersonal_synchrony_facilitates_early_prosocial_behavior","owner_id":13570196,"coauthors_can_edit":true,"owner":{"id":13570196,"first_name":"Laura","middle_initials":null,"last_name":"Cirelli","page_name":"LauraCirelli","domain_name":"utoronto","created_at":"2014-07-04T01:41:52.336-07:00","display_name":"Laura Cirelli","url":"https://utoronto.academia.edu/LauraCirelli"},"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="29641596"><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/29641596/Rhythm_and_interpersonal_synchrony_in_early_social_development"><img alt="Research paper thumbnail of Rhythm and interpersonal synchrony in early social development" class="work-thumbnail" src="https://attachments.academia-assets.com/50079058/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/29641596/Rhythm_and_interpersonal_synchrony_in_early_social_development">Rhythm and interpersonal synchrony in early social development</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/LauraCirelli">Laura Cirelli</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/LaurelTrainor">Laurel Trainor</a></span></div><div class="wp-workCard_item"><span>Annals of the New York Academy of Sciences</span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Adults who engage in synchronous movement to music later report liking each other better, remembe...</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 who engage in synchronous movement to music later report liking each other better, remembering more about each other, trusting each other more, and are more likely to cooperate with each other compared to adults who engage in asynchronous movements. Although poor motor coordination limits infants' ability to entrain to a musical beat, they perceive metrical structure in auditory rhythm patterns, their movements are affected by the tempo of music they hear, and if they are bounced by an adult to a rhythm pattern, the manner of this bouncing can affect their auditory interpretation of the meter of that pattern. In this paper, we review studies showing that by 14 months of age, infants who are bounced in synchrony with an adult subsequently show more altruistic behavior toward that adult in the form of handing back objects "accidentally" dropped by the adult compared to infants who are bounced asynchronously with the adult. Furthermore, increased helpfulness is directed at the synchronized bounce partner, but not at a neutral stranger. Interestingly, however, helpfulness does generalize to a "friend" of the synchronized bounce partner. In sum, synchronous movement between infants and adults has a powerful effect on infants' expression of directed prosocial behavior.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="39bc0ed47b9aaa5c63a4a1e5deba8313" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":50079058,"asset_id":29641596,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/50079058/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="29641596"><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="29641596"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 29641596; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=29641596]").text(description); $(".js-view-count[data-work-id=29641596]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 29641596; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='29641596']"); 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: "39bc0ed47b9aaa5c63a4a1e5deba8313" } } $('.js-work-strip[data-work-id=29641596]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":29641596,"title":"Rhythm and interpersonal synchrony in early social development","internal_url":"https://www.academia.edu/29641596/Rhythm_and_interpersonal_synchrony_in_early_social_development","owner_id":13570196,"coauthors_can_edit":true,"owner":{"id":13570196,"first_name":"Laura","middle_initials":null,"last_name":"Cirelli","page_name":"LauraCirelli","domain_name":"utoronto","created_at":"2014-07-04T01:41:52.336-07:00","display_name":"Laura Cirelli","url":"https://utoronto.academia.edu/LauraCirelli"},"attachments":[{"id":50079058,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/50079058/thumbnails/1.jpg","file_name":"Rhythm_and_interpersonal_synchrony_in_ea20161103-19346-1xi2eq8.pdf","download_url":"https://www.academia.edu/attachments/50079058/download_file","bulk_download_file_name":"Rhythm_and_interpersonal_synchrony_in_ea.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/50079058/Rhythm_and_interpersonal_synchrony_in_ea20161103-19346-1xi2eq8-libre.pdf?1478181466=\u0026response-content-disposition=attachment%3B+filename%3DRhythm_and_interpersonal_synchrony_in_ea.pdf\u0026Expires=1740159941\u0026Signature=NW2E7onDXYvOx-xeVwGOgvMxuuhT0eTuKt1TLIpRtOlQC5NZRYr~ag8GFq8dM~Fvbp3b4Hm6fk45zQFIM3FTkFGY1MUyGsw4s0uVHgLzSvJ8FJY1Sbcw6SD4kEuyl7RxhjQocNv7RcFtrxxHYw7NQ-dGH6hrYSsRJ70FFMyLS6Ixhjg3cEJhjh~hcT2MrL74gvALfEzLoQ1KzWf93LEKdKM9QooA6QPmwp1irpxURrvfcmjsNyCYIp4nQCk3SWNymp83~Y8nmzpTpyKqOsxzUA~cz1G3F9u13cXjvDM~70ZrgpicP4svmFC0ulc5Hm-yYHKUr7F7rZg7pEhr1k8A3w__\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="29602025"><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/29602025/Measuring_Neural_Entrainment_to_Beat_and_Meter_in_Infants_Effects_of_Music_Background"><img alt="Research paper thumbnail of Measuring Neural Entrainment to Beat and Meter in Infants: Effects of Music Background" class="work-thumbnail" src="https://attachments.academia-assets.com/50042798/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/29602025/Measuring_Neural_Entrainment_to_Beat_and_Meter_in_Infants_Effects_of_Music_Background">Measuring Neural Entrainment to Beat and Meter in Infants: Effects of Music Background</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/LauraCirelli">Laura Cirelli</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/LaurelTrainor">Laurel Trainor</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Caregivers often engage in musical interactions with their infants. For example, parents across c...</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">Caregivers often engage in musical interactions with their infants. For example, parents across cultures sing lullabies and playsongs to their infants from birth. Behavioral studies indicate that infants not only extract beat information, but also group these beats into metrical hierarchies by as early as 6 months of age. However, it is not known how this is accomplished in the infant brain. An EEG frequency-tagging approach has been used successfully with adults to measure neural entrainment to auditory rhythms. The current study is the first to use this technique with infants in order to investigate how infants' brains encode rhythms. Furthermore, we examine how infant and parent music background is associated with individual differences in rhythm encoding. In Experiment 1, EEG was recorded while 7-month-old infants listened to an ambiguous rhythmic pattern that could be perceived to be in two different meters. In Experiment 2, EEG was recorded while 15-month-old infants listened to a rhythmic pattern with an unambiguous meter. In both age groups, information about music background (parent music training, infant music classes, hours of music listening) was collected. Both age groups showed clear EEG responses frequency-locked to the rhythms, at frequencies corresponding to both beat and meter. For the younger infants (Experiment 1), the amplitudes at duple meter frequencies were selectively enhanced for infants enrolled in music classes compared to those who had not engaged in such classes. For the older infants (Experiment 2), amplitudes at beat and meter frequencies were larger for infants with musically-trained compared to musically-untrained parents. These results suggest that the frequency-tagging method is sensitive to individual differences in beat and meter processing in infancy and could be used to track developmental changes.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="959448f0a9317843b1d4d6f52b5ba061" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":50042798,"asset_id":29602025,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/50042798/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="29602025"><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="29602025"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 29602025; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=29602025]").text(description); $(".js-view-count[data-work-id=29602025]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 29602025; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='29602025']"); 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: "959448f0a9317843b1d4d6f52b5ba061" } } $('.js-work-strip[data-work-id=29602025]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":29602025,"title":"Measuring Neural Entrainment to Beat and Meter in Infants: Effects of Music Background","internal_url":"https://www.academia.edu/29602025/Measuring_Neural_Entrainment_to_Beat_and_Meter_in_Infants_Effects_of_Music_Background","owner_id":13570196,"coauthors_can_edit":true,"owner":{"id":13570196,"first_name":"Laura","middle_initials":null,"last_name":"Cirelli","page_name":"LauraCirelli","domain_name":"utoronto","created_at":"2014-07-04T01:41:52.336-07:00","display_name":"Laura Cirelli","url":"https://utoronto.academia.edu/LauraCirelli"},"attachments":[{"id":50042798,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/50042798/thumbnails/1.jpg","file_name":"CirelliSpinelliNozaradanTrainor_2016.pdf","download_url":"https://www.academia.edu/attachments/50042798/download_file","bulk_download_file_name":"Measuring_Neural_Entrainment_to_Beat_and.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/50042798/CirelliSpinelliNozaradanTrainor_2016-libre.pdf?1478049915=\u0026response-content-disposition=attachment%3B+filename%3DMeasuring_Neural_Entrainment_to_Beat_and.pdf\u0026Expires=1739633492\u0026Signature=RGwDcFCf6byI3QiwEkeV6NLFtUkiCs-K~dmxdB~22iV2AetK3CbdPfTDXj9rHcmZe8OBkUD1uRTv-HQQo~TpoHw9uhlXzWMdKsNW0IdAW7t5h95z1E8DucBEoWEABAS1-ToVV9GeONozvD4M0yuy7LmW4g3OmWudBwSG7avlzFcLsLPNf0~DNQYkZ4q1S3yKBLnLrwyvsvgQn9x4mzaymUZC0mml2eh3YXQ9lniaEjQ02iET2M66rdOzQSvT4iKK0H3wXOyz2kKTML75WZpZdcyxwfqAjP3Y~9Lqrb~QuYte5gO9KnWZvzUniXrVHxrhbShSgfYN8ZtltHC~x9l0LQ__\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="29602009"><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/29602009/Social_Effects_of_Movement_Synchrony_Increased_Infant_Helpfulness_only_Transfers_to_Affiliates_of_Synchronously_Moving_Partners"><img alt="Research paper thumbnail of Social Effects of Movement Synchrony: Increased Infant Helpfulness only Transfers to Affiliates of Synchronously Moving Partners" class="work-thumbnail" src="https://attachments.academia-assets.com/50042666/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/29602009/Social_Effects_of_Movement_Synchrony_Increased_Infant_Helpfulness_only_Transfers_to_Affiliates_of_Synchronously_Moving_Partners">Social Effects of Movement Synchrony: Increased Infant Helpfulness only Transfers to Affiliates of Synchronously Moving Partners</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/LauraCirelli">Laura Cirelli</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/LaurelTrainor">Laurel Trainor</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Interpersonal synchrony increases cooperation among adults, children, and infants. We tested whet...</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">Interpersonal synchrony increases cooperation among adults, children, and infants. We tested whether increased infant helpfulness transfers to individuals uninvolved in the movement, but shown to be affiliates of a synchronously moving partner. Initially, 14-month-old infants (N = 48) watched a live skit by Experimenters 1 and 2 that either demonstrated affiliation or individuality. Infants in both groups were then randomly assigned to be bounced to music either synchronously or asynchronously with Experi-menter 1. Infant instrumental helpfulness toward Experimenter 2 was then measured. If the two experimenters were affiliates, infants from the synchronous movement condition were significantly more helpful toward Experimenter 2 than infants from the asynchronous movement condition. However, if the two experimenters were not affiliated, synchrony effects on prosociality did not transfer to Experimenter 2. These results show the importance of musical synchrony for social interaction and suggest that infants may use an understanding of third-party social relationships when directing their own social behaviors.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9a965cf3071364d32cf2ede8a1c2967d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":50042666,"asset_id":29602009,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/50042666/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="29602009"><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="29602009"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 29602009; 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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="9302004"><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/9302004/Fourteen_month_old_infants_use_interpersonal_synchrony_as_a_cue_to_direct_helpfulness"><img alt="Research paper thumbnail of Fourteen-month-old infants use interpersonal synchrony as a cue to direct helpfulness" 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/9302004/Fourteen_month_old_infants_use_interpersonal_synchrony_as_a_cue_to_direct_helpfulness">Fourteen-month-old infants use interpersonal synchrony as a cue to direct helpfulness</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/LauraCirelli">Laura Cirelli</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/LaurelTrainor">Laurel Trainor</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Musical behaviours such as dancing, singing and music production, which require the ability to en...</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">Musical behaviours such as dancing, singing and music production, which require the ability to entrain to a rhythmic beat, encourage high levels of inter- personal coordination. Such coordination has been associated with increased group cohesion and social bonding between group members. Previously, we demonstrated that this association influences even the social behaviour of 14-month-old infants. Infants were significantly more likely to display help- fulness towards an adult experimenter following synchronous bouncing compared with asynchronous bouncing to music. The present experiment was designed to determine whether interpersonal synchrony acts as a cue for 14-month-olds to direct their prosocial behaviours to specific individuals with whom they have experienced synchronous movement, or whether it acts as a social prime, increasing prosocial behaviour in general. Consistent with the previous results, infants were significantly more likely to help an experimenter following synchronous versus asynchronous movement with this person. Furthermore, this manipulation did not affect infant’s behaviour towards a neutral stranger, who was not involved in any move- ment experience. This indicates that synchronous bouncing acts as a social cue for directing prosociality. These results have implications for how musical engagement and rhythmic synchrony affect social behaviour very early in development.</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="9302004"><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="9302004"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 9302004; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=9302004]").text(description); 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dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=9302004]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":9302004,"title":"Fourteen-month-old infants use interpersonal synchrony as a cue to direct helpfulness","internal_url":"https://www.academia.edu/9302004/Fourteen_month_old_infants_use_interpersonal_synchrony_as_a_cue_to_direct_helpfulness","owner_id":13570196,"coauthors_can_edit":true,"owner":{"id":13570196,"first_name":"Laura","middle_initials":null,"last_name":"Cirelli","page_name":"LauraCirelli","domain_name":"utoronto","created_at":"2014-07-04T01:41:52.336-07:00","display_name":"Laura Cirelli","url":"https://utoronto.academia.edu/LauraCirelli"},"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="8079628"><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/8079628/Interpersonal_synchrony_increases_prosocial_behavior_in_infants"><img alt="Research paper thumbnail of Interpersonal synchrony increases prosocial behavior in infants" class="work-thumbnail" src="https://attachments.academia-assets.com/34531821/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/8079628/Interpersonal_synchrony_increases_prosocial_behavior_in_infants">Interpersonal synchrony increases prosocial behavior in 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://hollandbloorview.academia.edu/KateEinarson">Kate Einarson</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 Science</span><span>, 2014</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Adults who move together to a shared musical beat synchronously as opposed to asynchronously are ...</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 who move together to a shared musical beat synchronously as opposed to asynchronously are subsequently more likely to display prosocial behaviors toward each other. The development of musical behaviors during infancy has been described previously, but the social implications of such behaviors in infancy have been little studied. In Experiment 1, each of 48 14-month-old infants was held by an assistant and gently bounced to music while facing the experimenter, who bounced either in-synchrony or out-of-synchrony with the way the infant was bounced. The infants were then placed in a situation in which they had the opportunity to help the experimenter by handing objects to her that she had ‘accidently’ dropped. We found that 14-month-old infants were more likely to engage in altruistic behavior and help the experimenter after having been bounced to music in synchrony with her, compared to infants who were bounced to music asynchronously with her. The results of Experiment 2, using anti-phase bouncing, suggest that this is due to the contingency of the synchronous movements as opposed to movement symmetry. These findings support the hypothesis that interpersonal motor synchrony might be one key component of musical engagement that encourages social bonds among group members, and suggest that this motor synchrony to music may promote the very early development of altruistic behavior.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d13b9b85a4927ae7f0f3c7e70d1d4a39" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":34531821,"asset_id":8079628,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/34531821/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="8079628"><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="8079628"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 8079628; 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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="7554829"><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/7554829/Interpersonal_synchrony_increases_prosocial_behavior_in_infants"><img alt="Research paper thumbnail of Interpersonal synchrony increases prosocial behavior in infants" class="work-thumbnail" src="https://attachments.academia-assets.com/34116158/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/7554829/Interpersonal_synchrony_increases_prosocial_behavior_in_infants">Interpersonal synchrony increases prosocial behavior in 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/LauraCirelli">Laura Cirelli</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://hollandbloorview.academia.edu/KateEinarson">Kate Einarson</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/LaurelTrainor">Laurel Trainor</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Adults who move together to a shared musical beat synchronously as opposed to asynchronously are ...</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 who move together to a shared musical beat synchronously as opposed to asynchronously are subsequently more likely to display prosocial behaviors toward each other. The development of musical behaviors during infancy has been described previously, but the social implications of such behaviors in infancy have been little studied. In Experiment 1, each of 48 14-month-old infants was held by an assistant and gently bounced to music while facing the experimenter, who bounced either in-synchrony or out-of-synchrony with the way the infant was bounced. The infants were then placed in a situation in which they had the opportunity to help the experimenter by handing objects to her that she had 'accidently' dropped. We found that 14-month-old infants were more likely to engage in altruistic behavior and help the experimenter after having been bounced to music in synchrony with her, compared to infants who were bounced to music asynchronously with her. The results of Experiment 2, using anti-phase bouncing, suggest that this is due to the contingency of the synchronous movements as opposed to movement symmetry. These findings support the hypothesis that interpersonal motor synchrony might be one key component of musical engagement that encourages social bonds among group members, and suggest that this motor synchrony to music may promote the very early development of altruistic behavior.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="305b2aae117eb94383637f7924bd206c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":34116158,"asset_id":7554829,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/34116158/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="7554829"><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="7554829"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 7554829; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=7554829]").text(description); $(".js-view-count[data-work-id=7554829]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 7554829; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='7554829']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(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="7629357"><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/7629357/Beat_induced_fluctuations_in_auditory_cortical_beta_band_activity_using_EEG_to_measure_age_related_changes"><img alt="Research paper thumbnail of Beat-induced fluctuations in auditory cortical beta-band activity: using EEG to measure age-related changes" class="work-thumbnail" src="https://attachments.academia-assets.com/34172937/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/7629357/Beat_induced_fluctuations_in_auditory_cortical_beta_band_activity_using_EEG_to_measure_age_related_changes">Beat-induced fluctuations in auditory cortical beta-band activity: using EEG to measure age-related changes</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/LauraCirelli">Laura Cirelli</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://mcmaster.academia.edu/FionaManning">Fiona Manning</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/LaurelTrainor">Laurel Trainor</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://mcmaster.academia.edu/DanielBosnyak">Daniel Bosnyak</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">People readily extract regularity in rhythmic auditory patterns, enabling prediction of the onset...</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">People readily extract regularity in rhythmic auditory patterns, enabling prediction of the onset of the next beat. Recent magnetoencephalography (MEG) research suggests that such prediction is reflected by the entrainment of oscillatory networks in the brain to the tempo of the sequence. In particular, induced beta-band oscillatory activity from auditory cortex decreases after each beat onset and rebounds prior to the onset of the next beat across tempi in a predictive manner. The objective of the present study was to examine the development of such oscillatory activity by comparing electroencephalography (EEG) measures of beta-band fluctuations in 7-year-old children to adults. EEG was recorded while participants listened passively to isochronous tone sequences at three tempi (390, 585, and 780 ms for onset-to-onset interval). In adults, induced power in the high beta-band (20-25 Hz) decreased after each tone onset and rebounded prior to the onset of the next tone across tempo conditions, consistent with MEG findings. In children, a similar pattern was measured in the two slower tempo conditions, but was weaker in the fastest condition.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9f6035d233631666391a8b20c3644ed5" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":34172937,"asset_id":7629357,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/34172937/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="7629357"><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="7629357"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 7629357; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=7629357]").text(description); $(".js-view-count[data-work-id=7629357]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 7629357; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='7629357']"); 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: "9f6035d233631666391a8b20c3644ed5" } } $('.js-work-strip[data-work-id=7629357]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":7629357,"title":"Beat-induced fluctuations in auditory cortical beta-band activity: using EEG to measure age-related changes","internal_url":"https://www.academia.edu/7629357/Beat_induced_fluctuations_in_auditory_cortical_beta_band_activity_using_EEG_to_measure_age_related_changes","owner_id":13570196,"coauthors_can_edit":true,"owner":{"id":13570196,"first_name":"Laura","middle_initials":null,"last_name":"Cirelli","page_name":"LauraCirelli","domain_name":"utoronto","created_at":"2014-07-04T01:41:52.336-07:00","display_name":"Laura Cirelli","url":"https://utoronto.academia.edu/LauraCirelli"},"attachments":[{"id":34172937,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/34172937/thumbnails/1.jpg","file_name":"cirelli_etal_frontiers.pdf","download_url":"https://www.academia.edu/attachments/34172937/download_file","bulk_download_file_name":"Beat_induced_fluctuations_in_auditory_co.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/34172937/cirelli_etal_frontiers-libre.pdf?1405062229=\u0026response-content-disposition=attachment%3B+filename%3DBeat_induced_fluctuations_in_auditory_co.pdf\u0026Expires=1740159941\u0026Signature=ghFcYTMIIX~dtlpVYACs0YKM-VXq3g1cPizXms0~~eOWU01~4TbsQFGRtNGnBgUxDeAYUJqYRMxzMxSth3BGw4VV~eL2MVm2iYCVUy-XuxQNa4N629UOFaJlr4p6GcGRv~--dEt2aLG0EKvpHNqCQl979fRZ8Xa4iJ5TYUMAiNo9pybreoCJ9cV2YGMSmF7TVdvDhCe2TG2CvPAbOtQJ6oODC0UlZlOKkHxUXxVgN95UCIrqV-NrHGkD10rb8SDUTwDNPiq62hYd4YxZJqulBq9zBDbUuGK2Hf~53aeZJxWP6Ajx7W~8XKcKpauPBWU8D6jSWrd8gDFqM2BSdlj6IA__\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="29641600"><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/29641600/Using_Implicit_Instructional_Cues_to_Influence_False_Memory_Induction"><img alt="Research paper thumbnail of Using Implicit Instructional Cues to Influence False Memory Induction" 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/29641600/Using_Implicit_Instructional_Cues_to_Influence_False_Memory_Induction">Using Implicit Instructional Cues to Influence False Memory Induction</a></div><div class="wp-workCard_item"><span>Journal of Psycholinguistic Research</span><span>, 2014</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Previous research has shown that explicit cues specific to the encoding process (endogenous) or c...</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 has shown that explicit cues specific to the encoding process (endogenous) or characteristic of the stimuli themselves (exogenous) can be used to direct a reader&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39;s attentional resources towards either relational or item-specific information. By directing attention to relational information (and therefore away from item-specific information) the rate of false memory induction can be increased. The purpose of the current study was to investigate if a similar effect would be found by manipulating implicitly endogenous cues. An instructional manipulation was used to influence the perceptual action participants performed on word stimuli during the encoding of DRM list words. Results demonstrated that the instructional conditions that encouraged faster processing also led to an increased rate of false memory induction for semantically related words, supporting the hypothesis that attention was directed towards relational information. This finding supports the impoverished relational processing account of false memory induction. This supports the idea that implicitly endogenous cues, exogenous cues (like font) or explicitly endogenous cues (like training) can direct attentional resources during encoding.</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="29641600"><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="29641600"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 29641600; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=29641600]").text(description); $(".js-view-count[data-work-id=29641600]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 29641600; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='29641600']"); 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" } } $('.js-work-strip[data-work-id=29641600]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":29641600,"title":"Using Implicit Instructional Cues to Influence False Memory Induction","internal_url":"https://www.academia.edu/29641600/Using_Implicit_Instructional_Cues_to_Influence_False_Memory_Induction","owner_id":13570196,"coauthors_can_edit":true,"owner":{"id":13570196,"first_name":"Laura","middle_initials":null,"last_name":"Cirelli","page_name":"LauraCirelli","domain_name":"utoronto","created_at":"2014-07-04T01:41:52.336-07:00","display_name":"Laura Cirelli","url":"https://utoronto.academia.edu/LauraCirelli"},"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="29641599"><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/29641599/Do_You_See_What_I_See_Differentiation_of_Visual_Action_Words"><img alt="Research paper thumbnail of Do You ‘See’ What I ‘See’? Differentiation of Visual Action Words" class="work-thumbnail" src="https://attachments.academia-assets.com/50079049/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/29641599/Do_You_See_What_I_See_Differentiation_of_Visual_Action_Words">Do You ‘See’ What I ‘See’? Differentiation of Visual Action Words</a></div><div class="wp-workCard_item"><span>Journal of Psycholinguistic Research</span><span>, 2014</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">found that processing time for simple visual stimuli was affected by the visual action participan...</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">found that processing time for simple visual stimuli was affected by the visual action participants had been instructed to perform on these stimuli (e.g., see, distinguish). It was concluded that these effects reflected the differences in the durations of these various visual actions, and the results were compared to participants' subjective ratings of word meaning but it was also possible that word characteristics like length might have influenced response times. The present study takes advantage of word length differences between French and English visual action words in order to address this issue. The goals of the present study were to provide evidence that (1) the processing time differences previously found were due to differences in the cognitive actions represented by these words (and not due to characteristics to the words themselves), and (2) that individuals subjectively differentiate visual action words in such a way that allows for predictable differences in behaviour. Participants differentiated 14 French visual action words along two dimensions. Four of these words were then used in the instructions for a size-discrimination task. Processing time depended on the visual action word in the instruction to the task and differed in a predictable manner according to word meaning but not word length.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="897c050e449aaf3a478fff0313ec494e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":50079049,"asset_id":29641599,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/50079049/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="29641599"><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="29641599"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 29641599; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=29641599]").text(description); $(".js-view-count[data-work-id=29641599]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 29641599; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='29641599']"); 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: "897c050e449aaf3a478fff0313ec494e" } } $('.js-work-strip[data-work-id=29641599]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":29641599,"title":"Do You ‘See’ What I ‘See’? 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By Laura Cirelli, Kathleen Einarson & Laurel Trainor <br /> <br /><a href="http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1467-7687&#39" rel="nofollow">http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1467-7687&#39</a>;</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="8195191"><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="8195191"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 8195191; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); 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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. 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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. 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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. 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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.","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="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. 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. ■","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. 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="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="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="758f05f9d4d0bd3dc4b33cd578510d30" 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. 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